Making the Transition to Primary School: An Evaluation of a Transition Program for Parents

Autor/inn/en	Giallo, Rebecca; Treyvaud, Karli; Matthews, Jan; Kienhuis, Mandy
Titel	Making the Transition to Primary School: An Evaluation of a Transition Program for Parents
Quelle	In: Australian Journal of Educational & Developmental Psychology, 10 (2010), S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Control Groups; Intervention; Transitional Programs; Self Efficacy; Parent Participation; Parent School Relationship; Foreign Countries; Elementary Schools; Preschool Children; Program Effectiveness; Student Adjustment; Comparative Analysis; Kindergarten; Parent Influence; Educational Attainment; Employment Level; Family Structure; Language Usage; Gender Differences; Disabilities; Australia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Elementary school; Grundschule; Volksschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Familienkonstellation; Familiensystem; Sprachgebrauch; Geschlechterkonflikt; Handicap; Behinderung; Australien
Abstract	The transition to primary school is an important time for both children and parents. The aim of this randomized controlled study was to assess the effectiveness of a Transition to Primary School Parent Program in strengthening parent knowledge and confidence to manage the transition process, increasing parent involvement in their children's learning, and improving child adjustment to starting school. Participants were 576 parents from 21 primary schools in Victoria, Australia. Results revealed that parents who received the intervention reported higher parental self-efficacy to help their children make the transition to school than parents in the control condition (i.e., routine transition practices provided by the school). These parents also reported greater parent involvement at school during the children's first term at school than parents in the control condition. There were no differences between the intervention and control groups on parent and teacher report of children's adjustment to school. This research is an important step towards developing empirically supported school transition programs focusing on parents. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10