Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 364-376 |
| Seitenumfang | 13 |
| Fachzeitschrift | Early Years |
| Jahrgang | 34 |
| Ausgabenummer | 4 |
| Publikationsstatus | Veröffentlicht - 2 Okt. 2014 |
Abstract
Previous research has noted that the transition to primary school is important for future school success. As a result, an inclusive transition process to school has become increasingly important. However, this process is particularly difficult for socio-economically disadvantaged children in Germany. The study considers parents’ views and actions in their children’s transition, especially with regard to parent–professional cooperation. Over a period of 36 months (18 months before and 18 months after school entry), 89 qualitative interviews with parents were conducted. Although five of the 16 children were affected by selective mechanisms, all parents emphasised the importance of their child’s regular school entry and assumed active roles in their child’s education. The findings suggest underlying selective structures that undermine the development of inclusive transition structures.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Psychologie (insg.)
- Pädagogische und Entwicklungspsychologie
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
- BibTex
- RIS
in: Early Years, Jahrgang 34, Nr. 4, 02.10.2014, S. 364-376.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Inclusive transition processes
T2 - considering socio-economically disadvantaged parents’ views and actions for their child’s successful school start
AU - Rothe, Antje
AU - Urban, Michael
AU - Werning, Rolf
N1 - Funding Information: This research project was supported by the Lower Saxony State Department for Science and Culture within the ‘Research Association for Early Childhood Education and Care of Lower Saxony’.
PY - 2014/10/2
Y1 - 2014/10/2
N2 - Previous research has noted that the transition to primary school is important for future school success. As a result, an inclusive transition process to school has become increasingly important. However, this process is particularly difficult for socio-economically disadvantaged children in Germany. The study considers parents’ views and actions in their children’s transition, especially with regard to parent–professional cooperation. Over a period of 36 months (18 months before and 18 months after school entry), 89 qualitative interviews with parents were conducted. Although five of the 16 children were affected by selective mechanisms, all parents emphasised the importance of their child’s regular school entry and assumed active roles in their child’s education. The findings suggest underlying selective structures that undermine the development of inclusive transition structures.
AB - Previous research has noted that the transition to primary school is important for future school success. As a result, an inclusive transition process to school has become increasingly important. However, this process is particularly difficult for socio-economically disadvantaged children in Germany. The study considers parents’ views and actions in their children’s transition, especially with regard to parent–professional cooperation. Over a period of 36 months (18 months before and 18 months after school entry), 89 qualitative interviews with parents were conducted. Although five of the 16 children were affected by selective mechanisms, all parents emphasised the importance of their child’s regular school entry and assumed active roles in their child’s education. The findings suggest underlying selective structures that undermine the development of inclusive transition structures.
KW - inclusive transition process
KW - longitudinal research
KW - parents’ views and actions
KW - primary school entry
KW - qualitative
KW - socio-economic disadvantage
UR - http://www.scopus.com/inward/record.url?scp=84919876324&partnerID=8YFLogxK
U2 - 10.1080/09575146.2014.966662
DO - 10.1080/09575146.2014.966662
M3 - Article
AN - SCOPUS:84919876324
VL - 34
SP - 364
EP - 376
JO - Early Years
JF - Early Years
SN - 0957-5146
IS - 4
ER -