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
{"title":"A Systematic Review of Parents’ Experiences during their Child’s Transition to School","authors":"Alina Morawska, Amy E. Mitchell, Evren Etel, Rebecca Armstrong, Tomomi McAuliffe, Tianyi Ma, Cathy McBryde, Leanne M. Johnston","doi":"10.1007/s10643-024-01780-z","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01780-z","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

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.

Abstract Image

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
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
期刊最新文献
Scribbling and Early Literacy Connections: How do Early Childhood Teachers Perceive Scribbles? Perceptions of Conditions that Characterize Projects as a Development Strategy: A Phenomenographical Study of Eleven Swedish Preschool Development Projects The Impact of Acquaintance Meetings on Children’s School Adjustment and Teachers’ Burnout in Preschools Math Talk in Play Contexts: Relations Between Parent and Child Math Language and Early Math Skills Translating Ideas into Language: High-Impact Strategies to Nurture Children′s Creative Composing in Early Childhood Classrooms
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1