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Children’s transitions to school: ‘so what about the parents’? or ‘so, what about the parents’?

journal contribution
posted on 16.05.2018, 00:00 by Grant Webb, Bruce Knight, Gillian Busch
Children progress through a number of life transitions and each is a pivotal point of development and growth for them, their parents and family members. Through a review of the literature, the Bioecological Model will be used to frame childhood transitions as highly social, contextualised and political. This paper will assert that governments, schools and educators have an increased role in supporting parents with their changing roles, responsibilities and relationships as their child transitions to school and that schools need to provide space for parents to share their own transition to school narratives in order to better understand the effect these stories may have on the transition process for them and their children. Finally, schools and systems will be challenged to engage in a strengths-based approach to support parents at this pivotal time in their own and their child’s growth and development and call for increased research to identify ways in which this can occur within respectful, collaborative and agentic relationships.

History

Volume

25

Issue

2

Start Page

204

End Page

217

Number of Pages

14

eISSN

1469-8463

ISSN

0966-9760

Publisher

Routledge

Peer Reviewed

Yes

Open Access

No

Acceptance Date

30/01/2017

Author Research Institute

Centre for Regional Advancement of Learning, Equity, Access and Participation (LEAP)

Era Eligible

Yes

Journal

International Journal of Early Years Education

Exports

CQUniversity

Exports