Parents’ experiences during a child’s transition to school
Creators: name: Webb, Grant Andrew
Publisher: name: Central Queensland University
Year: 2019
Subjects: Parents
Families
Family development
Transitions
Intergenerational
Bioecological

description: While existing literature places a strong focus on understanding and supporting children as they make the transition to formal schooling, little focus has been placed on the experiences of parents as they transition to being the parent of a school child. Childhood transitions and the subsequent transitions for parents and families are framed as highly social, contextualised and political and can have a lasting impact on the child and her/his family. This research aimed to describe and interpret eight parents’ stories from four families. The study investigated the perceptions, expectations and experiences as well as interpreting the continuities, changes and adjustments made as their child transitioned to the Preparatory (Prep) Year of formal schooling in a regional area of Queensland, Australia. The study used the Family Development Transition Approach (Griebel &amp; Niesel, 2013) and the Bioecological Model of Human Development (Bronfenbrenner &amp; Morris, 2006). These conceptual frameworks were used to describe and interpret the ways in which parents’ perceptions, expectations, adjustments and experiences may have been shaped by contexts and systems over time. This was a qualitative research study situated in constructivist epistemology. The study utilised collective case studies combined with narrative inquiry. The key data gathering strategy was semi-structured interviews using principles of the biographic-narrative method. Participants were also asked to complete an initial demographic survey and were encouraged to keep a written or digital journal to support their recall in the interviews. Data was analysed by sorting, retrieving and rearranging it into larger themes and categories. Subsequently, a process was undertaken to identify relationships and build abstractions across cases (cross-case analysis) and themes (meta-themes). The research identified that there were both similarities and differences in the experiences of parents and these could be interpreted using the Family Development Transition Approach (Griebel &amp; Niesel, 2013) and the Bioecological Model of Human Development (Bronfenbrenner &amp; Morris, 2006). It also found that this transition was a significant time for each parent as they reimagined their parenting role to some degree, reshaped their many and varied relationships and interactions and reorganised their family context. This transition has been a personal journey for the families as a result of the influence of the interactions with the various systems and contexts in which the transition took place. This journey was also influenced by the parents’ own schooling experiences. It is anticipated that this study will lead to a better understanding and appreciation of parents’ experiences during this transition as well as a better understanding of the ways in which parents shape, and are shaped by, their children’s developmental transitions. The findings of the research may be used by school personnel when planning and implementing transition programs within educational settings. In particular, the findings may be useful for school personnel to: expand their understanding of transitions; reconceptualise how parents may be supported as they undertake their dual transition; identify the opportunities for family development; and reflect on how parents’ own transition experiences may affect them and as well as having an effect on the way in which they approach their child’s transition.