A Systematic Review of Parents’ Experiences during their Child’s Transition to School

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-10-17 DOI:10.1007/s10643-024-01780-z
Alina Morawska, Amy E. Mitchell, Evren Etel, Rebecca Armstrong, Tomomi McAuliffe, Tianyi Ma, Cathy McBryde, Leanne M. Johnston
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Abstract

The transition to school is an important developmental milestone for children and their families and sets the foundation for further educational experiences. There is a paucity of evidence-based interventions to support families during their child’s transition to school. To meet the needs of families during their child’s transition to school, better understanding of parents’ experiences is necessary. This systematic review identified 61 studies which reported on parent experiences of their child’s transition to school, although only a minority of studies explicitly focused on this outcome. Most studies were cross sectional, qualitative and focused on typically developing children. Six themes were identified in a narrative synthesis of the included studies: (1) Parent emotions about the transition to school; (2) Child’s school readiness and adjustment; (3) Parent factors; (4) Positive aspects of transition to school; (5) Practical transition issues; and (6) School partnership and communication. Overarching parent experiences focused on the ecological system within which the transition to school takes place, and we consider the implications for practice based on this framework.

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系统回顾父母在子女升学过程中的经历
对儿童及其家庭而言,入学过渡是一个重要的发展里程碑,为今后的教育经历奠定了基础。在孩子的入学过渡期间,为家庭提供支持的循证干预措施很少。为了满足孩子升学期间家庭的需求,有必要更好地了解家长的经历。本系统性综述确定了 61 项研究,这些研究报告了家长在孩子升学过程中的经历,尽管只有少数研究明确关注这一结果。大多数研究都是横断面的、定性的,并以发育正常的儿童为研究对象。在对所纳入的研究进行叙述性综合时,确定了六个主题:(1)家长对入学过渡的情绪;(2)孩子的入学准备和适应;(3)家长因素;(4)入学过渡的积极方面;(5)实际过渡问题;以及(6)学校伙伴关系和沟通。家长的主要经验集中在过渡到学校的生态系统上,我们在此框架的基础上考虑了对实践的影响。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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