Children's Transition to School: Voices of Bangladeshi Parents in Sydney, Australia

AN EMERGING PRESSURE FOR refugee parents in Australia relates to children's ‘school readiness'. Existing research on mainstream, ethnic and migrant parents has highlighted that preparing children for school can be stressful; however, current literature has not considered this phenomenon for refugees in Australia. Social support is important for parents as they navigate school-related problems, and supported playgroups can potentially play an important role here for refugees. However, existing research has not yet examined the ways such programs can support these individuals in dealing with school readiness issues. Therefore, the aim of this study was to explore the experiences of African refugee mothers in relation to their children's school readiness and transitions to school, and the ways one supported playgroup assisted them in this context. A focus group and interviews were conducted with a sample of 11 women. Using an interpretive phenomenological approach, four main themes were identified: preparing for school; mothers' experiences of children's transitions to school; perceived supports; and playgroup support. It was found that women's experiences were fraught with underlying tensions and conflicts influenced by social and cultural factors, and assistance provided through the supported playgroup was highly important to the women in this context.

Section: Preparing For Schoolsupporting

confidence: 87%

“…They suggested this would help teachers to understand different cultures and allow the mothers to learn more about the school system. This finding reflects the views of migrant parents in Sanagavarapu's (2010) study, which also talked about the importance of increased communication and cultural awareness at children's schools.…”

Section: Perceived Supportssupporting

confidence: 74%

Children's School Readiness: The Experiences of African Refugee Women in a Supported Playgroup

New

Guilfoyle

Harman

2015

“…As noted by Margetts (2013), transition includes preparations conducted in the home, orientation programmes and the initial period of attendance. Most research investigating early years transitions has been conducted utilising the voices of the educators (Hammond, 2009); children's parents (Sanagavarapu, 2010); or a combination of the two. More recently, studies have begun to include the voices of child participants when possible (Clark & Moss, 2011).…”

Section: Transitionmentioning

confidence: 99%

“…Educational transitions are considered major challenges that young children face (Sanagavarapu, 2010), and include the challenge of becoming and being acknowledged as competent in a new and diverse environment. It has been established that successful early educational transitions set the tone for future success and personal wellbeing (Perry et al, 2013).…”

Section: Transitionmentioning

confidence: 99%

Transitions outside the mainstream: Stories of children and their families

Warren

Harden-Thew

2019

Smooth transitions through the early years of education are recognised as pivotal to later personal and academic success. However, for children considered outside the mainstream, these transitions can provide extra challenge for them, their families and educators. This paper reveals the findings of two qualitative studies investigating early years' transitions. The first study focused on the transition of children with disabilities into early childhood education and care (ECEC) centres; the second explored transition to school for emergent bilingual children. These studies highlight 'strengths-based' perspectives (Perry, Dockett, & Petriwskyj, 2013), wherein participants are understood as experts in their own lives bringing strengths as well as challenges to the new context. Despite the differences in participants, timing and methods, key themes were evident across the studies: parent perceptions of transition; educator attitudes; and home/centre or home/ school relationships. These themes are significant to all educational transitions for children considered outside the mainstream. Keywords Transition, children with disabilities, emergent bilingual children Introduction/background This paper considers two studies of transition in education that focus on children considered outside the 'mainstream'. According to the Oxford Dictionary, the 'mainstream' in any sphere consists of 'the ideas, attitudes or activities that are shared by most people and regarded as normal or conventional' (Oxford Dictionary, 2018). The first study investigates children with disabilities moving from home

“…For example, they need to understand the rules of school, make new friends, learn to play cooperatively with peers, know the facilities and communicate their needs and concerns, learn to relate to their classroom teacher and other adults, and to be independent and self-reliant in a school setting (Perry, Dockett & Howard, 2000). Transition to school is a very complex process for children, and therefore for their families (Perry et al, 2000;Perry, Dockett & Nicholson, 2002;Sanagavarapu & Perry, 2005;Sanagavarapu, 2010).…”

Section: Implications Of Food Allergy For Starting Schoolmentioning

confidence: 99%

Don't forget to pack my EpiPen® please: What issues does food allergy present for children's starting school?

Sanagavarapu

2012

Self Cite

FOOD ALLERGY IMPAIRS THE health-related quality of life of both the affected children and their families. In particular, parents and children become anxious about the potential risks and consequences of food allergy, including disruptions in families' and children's social activities, the need for constant vigilance, children's safety, and the daily management of children's health and illnesses. These anxieties tend to increase during children's transition to school because of the increased risks outside the home, as outlined in the review of literature in the present paper. However, there is a gap in research on the concerns and support needs of families and children when starting school. Attention to parents' and children's needs and concerns is vital to ease their smooth transition to school.