Starting School: Perspectives from Australia.

Autor/inn/en	Dockett, Sue; Perry, Bob
Titel	Starting School: Perspectives from Australia.
Quelle	(1999), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Elementary School Students; Elementary School Teachers; Emotional Development; Foreign Countries; Parent Attitudes; Parents; Primary Education; School Attitudes; School Readiness; Social Development; Student Adjustment; Student Attitudes; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gefühlsbildung; Ausland; Elternverhalten; Eltern; Primarbereich; Readiness for school; School ability; Schulreife; Soziale Entwicklung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Lehrerverhalten; Australien
Abstract	Noting that the transition to school is one of the major challenges children face in early childhood, this study examined the perceptions of Australian parents, teachers, and children in various phases of school attendance regarding what was involved in children starting school. Data were collected by means of questionnaires given to teachers interested in or working with beginning students, and to parents of children just starting or ready to start school; and focus group interviews with beginning students. A grounded theory approach was used in coding the responses. Findings indicated that the prime concern for parents and teachers was individual social adjustment. Parents mentioned issues related to the educational environment, family concerns, rules, and physical development more often than teachers, whereas teachers mentioned issues related to skills and knowledge demonstration more often than parents. Children were most concerned with learning school rules and their feelings about school or learning. They were adamant that they needed to know the school rules to function well within the school and stay out of trouble. Children could also describe the consequences for breaking the rules. Almost all the children were very positive about their experiences in starting school, and described those experiences in terms of their own and their family members' disposition toward school. The findings suggest that parents, teachers, and children are all actively involved in the transition process and have different perceptions and expectations about what is important. In planning effective transition programs, these different perspectives must be taken into account. (Contains 21 references.) (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC