Cultural-Historical Study of Crises in Child Role Adjustment during Transition to School within a Bi-Cultural Context

Autor/inn/en	Ma, Junqian; Hammer, Marie; Veresov, Nikolai
Titel	Cultural-Historical Study of Crises in Child Role Adjustment during Transition to School within a Bi-Cultural Context
Quelle	In: Early Child Development and Care, 192 (2022) 8, S.1243-1256 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Junqian) ORCID (Veresov, Nikolai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1865336
Schlagwörter	Biculturalism; Student Adjustment; Child Development; School Readiness; Asians; Immigrants; Foreign Countries; Learning Processes; Case Studies; Kindergarten; Student Attitudes; Teacher Attitudes; Parent Attitudes; Elementary School Students; Parent Child Relationship; Aggression; Behavior Problems; Recess Breaks; Academic Ability; Language Skills; Social Behavior; Homework; Attention Control; Social Adjustment; Role; Australia + Suchen Sie Ihr Suchwort? Bikulturalität; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kindesentwicklung; Readiness for school; School ability; Schulreife; Asian; Asiat; Asiatin; Asiaten; Asiate; Immigrant; Immigrantin; Immigranten; Ausland; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Schülerverhalten; Lehrerverhalten; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Aktive Pause; Language skill; Sprachkompetenz; Social behaviour; Soziales Verhalten; Hausaufgabe; Aufmerksamkeitstest; Soziale Anpassung; Rollen; Australien
Abstract	There is a consensus that the crises children encounter during the transition period might impact negatively on children's learning and development. However, from cultural-historical perspective, qualitative leap in development can hardly be achieved without crises. This paper, drawing upon cultural-historical theory as the framework and by using 'role adjustment' as the unit of analysis, discusses what the crisis means for children's learning and development. Through a case study of two second generation Chinese Australian children's role adjustment in school transition, this paper finds that the crises provide both potentials and dangers depending on how the crises are managed within the child's social situation of development. It argues against the advocates for making children's transition seamless, as it is important to utilize the developmental potentials of crises instead of eliminating them. It also enriches the cultural-historical studies by exploring not only the developmental aspect but also the dark side of the crises. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01