Are We All Talking the Same Language? Parents, Practitioners and Teachers Preparing Children to Start School

Wickett, Karen

doi:10.1007/978-3-319-58329-7_12

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…When stakeholder perspectives align trusty relationships can be established. Trusty relationships seem to be challenged in transitions from preschool, for example, as a consequence of different policies regulating the access of parents in early childhood institutions (Wickett 2017). Also changes in identity of roles of parents and teachers and the discontinuities in relationships when teachers change affect the building of trusty relationships (Griebel and Niesel 2009).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

Wilder

Lillvist

2021

European Journal of Special Needs Education

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This study aimed to explore parents' and teachers' meaning making of children's learning in transitions from preschool to school, for 5-7-year-old children with intellectual disability (ID). Although educational transitions is a growing area of research there is limited research about educational transitions of children with ID. These children often need individual adaptations in pedagogical settings and children with ID are most dependent on supportive persons for learning. In a Swedish context, the transitions from preschool to school of eight children with ID were studied during one year. Fortyseven interviews with parents, preschool-and school teachers were performed on three occasions pre-and post-transition. The interviews were analysed using interpretative phenomenological analysis. Results showed that the master themes 'Organising for Child Wellbeing', 'Adapting Strategies for Learning', and 'Processing Time' constituted how parents and teachers perceived and responded to the children's learning. Individualisation of transitions is needed and should be built up by close and tentative adaptations that prevail over transitions. This study shows that for children with ID learning is a social process where close partners are very important for child well-being, and thus learning.

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Section: Introductionmentioning

confidence: 99%

Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

Wilder

Lillvist

2021

European Journal of Special Needs Education

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“…Underscoring the value of including both parents, mothers' and fathers' experiences were differentially associated with aspects of family adjustment. The importance of these family experiences during the school transition is both acknowledged by teachers (Arndt et al 2013;Rothe, Urban, and Werning 2014) and connecting with families is an established direction for future policy (Wickett 2017). However, future research is needed that evaluates the impact of current educational strategies on parental experiences, and across diverse family samples.…”

Section: Discussionmentioning

confidence: 99%

Becoming School-Parents: Contrasts between Mothers’ and Fathers’ Speech Samples and Links with Psychological Distress and Household Disorder

Dempsey¹,

Grimmel²,

Fink³

et al. 2023

Preprint

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Transition to school research has largely overlooked parents’ experiences, particularly fathers. We gathered speech samples from UK parents (93 mothers, Mage= 37.1 years; SD = 4.6 years; and 68 fathers, Mage= 38.0 years; SD = 3.59 years) that captured their experiences of the school transition. This study (a) compared mothers’ and fathers’ experiences; and (b) examined experiences alongside parental self-reported psychological distress and household disorder. Parents’ experiences differed in valence: Emotional Reaction (mixed), Experiences with the School (positive), Support and Relationships (mixed), and Routines and Responsibilities (negative). Relationships and Support elicited heightened emotions from mothers than fathers. Only maternal experiences were associated with psychological distress and household disorder. Within couples (n = 64), only negative talk about Routines and Responsibilities was shared; all other experiences were individual. Our speech sample coding shows the significant, mixed and independent impact of the transition on parents and highlights the importance of coparenting effects.

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“…Starting school is a complex process as children construct new identities, roles, and relationships. The approaches that schools deploy to support children and families during this transition have been well researched (for example, see Hartley et al, 2012;Peters et al, 2015;Wickett, 2017). However, little research has considered the influence that leaders have on shaping their schools' transition approaches (Boyle & Wilkinson, 2018;Dockett & Perry, 2021;OECD, 2017).…”

Section: Introductionmentioning

confidence: 99%

Discourses Shaping Primary School Leaders’ Approaches to Transition to School in New Zealand

Souness,

McChesney,

Kamenarac

2023

International Journal of Educational and Life Transitions

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Children's initial transition from early childhood education (ECE) to school has been well studied across the world, with diverse accounts of policy and practice in a variety of contexts. However, to date, the specific contributions of those school staff in leadership roles who shape and oversee transition-to-school processes have been under-researched. Furthermore, little research to date has considered transition to school through a discourse lens. This paper responds to these gaps, reporting findings from a post-structural discourse analysis of interviews with five primary school leaders (deputy/associate principals or across school leaders) responsible for supporting children transitioning from ECE to large New Zealand primary schools. The data analysis suggested that leaders' ways of talking about transition to school reflected four specific discourses, which we termed structural, relational, pedagogical, and achievement discourses. These discourses within the schools intersected with each other and with wider social and educational discourses (e.g., discourses of managerial leadership, "best transition practice," sociocultural, child readiness, neoliberal, data, and play). The paper looks critically at the discourses on transition that both produce and are reproduced by policies and practices in some of New Zealand's schools. In doing so, the paper offers a fresh perspective on the role of primary school leaders in constructing transition-to-school approaches within their school contexts. The paper highlights the importance of critical examination of discursive forces and invites school leaders and others to exercise agency in constructing transition-to-school approaches and discourses within their specific contexts.

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Are We All Talking the Same Language? Parents, Practitioners and Teachers Preparing Children to Start School

Cited by 7 publications

References 11 publications

Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

Becoming School-Parents: Contrasts between Mothers’ and Fathers’ Speech Samples and Links with Psychological Distress and Household Disorder

Discourses Shaping Primary School Leaders’ Approaches to Transition to School in New Zealand

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