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Inclusive transition processes – considering socio-economically disadvantaged parents’ views and actions for their child’s successful school start

Early Years, ISSN: 1472-4421, Vol: 34, Issue: 4, Page: 364-376
2014
  • 7
    Citations
  • 0
    Usage
  • 27
    Captures
  • 0
    Mentions
  • 0
    Social Media
Metric Options:   Counts1 Year3 Year

Metrics Details

  • Citations
    7
    • Citation Indexes
      7
  • Captures
    27

Article Description

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.

Bibliographic Details

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