A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities

Abstract

Parental involvement plays a vital role in the transition from kindergarten to primary school among children with intellectual and developmental disabilities (IDDs); this study aims to explore Chinese parents’ experiences of parental involvement during this period. Informed by interpretive phenomenological analysis, semi-structured, one-on-one interviews were held with 10 parents. Three major themes were identified: (1) “aggressive” involvement; (2) factors in transforming parental involvement; and (3) “rational” involvement. Participants reported their perceptions, attitudes, and parenting behaviors in different phases of involvement in the transition to primary school. These findings highlight the need to support parents of children with IDDs during this time of change.

The relationship between parental involvement and psychological adjustment among Chinese children with autism spectrum disorder in the transition from kindergarten to primary school: A chain-mediating model

“…The present study provides evidence that parenting self-efficacy and parenting stress play a chain-mediating role in the relationship between parental involvement and psychological adjustment in children with ASD. This finding echoes a two-phase transformation framework on parental involvement among children with developmental disabilities proposed by Hou et al (2022) , in which as parental involvement progressed from aggressive to rational involvement, Chinese parents of children with developmental disabilities gradually improved their parenting self-efficacy through self-reflection and social support, thus decreasing their parenting stress and finally promoting their children’s transition outcome ( Hou et al, 2022 ).…”

“…Parents can help children with ASD improve their psychological adjustment, which is irreplaceable in achieving a smooth transition from kindergarten to primary school ( Besi and Sakellariou, 2019 ; Hou et al, 2022 ). This study was designed to examine the mechanisms by which parental involvement affects the psychological adjustment of children with ASD during their transition to primary school.…”

“…Parenting stress has been linked to delayed social competence and increased internalizing problems in children ( Anthony et al, 2005 ; Calkins and Perry, 2016 ). The parenting stress that parents experience in improving children’s school readiness and school adjustment is transferred to parental participation actions to weaken the effect of positive parenting behavior, thus hindering children’s mental health development during the transition to primary school ( Bakker and Demerouti, 2013 ; Hou et al, 2022 ). Hence, the boosting effect of parental involvement as positive parenting on the psychological adjustment of children is largely dependent on the reduction of parenting stress.…”

“…3.2.1. Scale of parental involvement in transition from kindergarten to primary school Parental involvement was measured using the Parental Involvement in Transition from Kindergarten to Primary School Scale (PITKPS), an assessment tool developed specifically for children with developmental disabilities in China by Hou (2021). The 35-item measure included six dimensions: cognitive guidance, skill, emotional support, community connection, school choice decisions, communication and consultation, and self-learning and reflection.…”

“…In the transition phase, parents can foster emotional adjustment and alleviate psychological anxiety in their children through home-based guidance and education, thus improving their psychological adjustment. Considering the benefit of parental involvement on children’s transition, The Guidelines on Promoting the Scientific Transition from Kindergarten to Primary School was issued by Ministry of Education of China (2021) , in which parental involvement was considered as one of the best practice strategies for achieving smooth transition ( Ministry of Education of China, 2021 ; Hou et al, 2022 ). For children with ASD, parental involvement promotes their cognitive and academic development and effectively reduces their emotional and behavioral problems caused by maladjustment to the changes that occur during the transition to primary school ( Dockett and Perry, 2007 ; Schiltz et al, 2018 ).…”