Parental Perspectives on Children's School Readiness: An Ethnographic Study

Autor/inn/en	Jose, Kim; Banks, Susan; Hansen, Emily; Jones, Rachael; Zubrick, Stephen R.; Stafford, Joel; Taylor, Catherine L.
Titel	Parental Perspectives on Children's School Readiness: An Ethnographic Study
Quelle	In: Early Childhood Education Journal, 50 (2022) 1, S.21-31 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jose, Kim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01130-9
Schlagwörter	Parent Attitudes; Parent Role; Parents; Young Children; School Readiness; Early Childhood Education; Socioeconomic Background; Disadvantaged; Skill Development; Interpersonal Competence; Adjustment (to Environment); Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Elternverhalten; Parental role; Elternrolle; Eltern; Frühe Kindheit; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sozioökonomische Lage; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Ausland; Australien
Abstract	School readiness is a construct used by educators and policy makers to describe a range of abilities that are beneficial for children transitioning to school. The association of socioeconomic disadvantage with developmental vulnerability when children start school is well established. Parents play a crucial role in supporting children's transition to school and are acknowledged as their child's first and foremost teacher. The aim of this study was to explore how parents experience and support their children's transition to school. This study presents findings from an ethnographic study with 39 parents living in two Australian communities characterised by high area-level socioeconomic disadvantage. The study reports on how parents experience and support their child for transition to school, specifically through their understanding of the concept of 'readiness'. The role of early childhood services in supporting parents is also explored. Parents conceptualised school readiness as the child's capacity to function effectively and independently in the hitherto unfamiliar physical and social world of school. Parents considered early childhood services supportive of their children's transition to school, particularly the development of social skills. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11