EMPOWERING PARENTAL READINESS FOR CHILD’S TRANSITION TO PRESCHOOL SETTINGS

著者

  • Maria Sakellariou Emeritus Professor, University of Ioannina, Greece
  • Rodokleia Anagnostopoulou PhD, Kindergarten Teacher, University of Ioannina, Greece

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https://doi.org/10.46827/ejsss.v10i5.1900

キーワード:

parental readiness、 preschool environment、 transition、 qualitative research

要旨

Creating a climate of mutual respect and understanding, exchange of views and information, and parental participation in new environment activities are some factors contributing to developing a powerful trust relationship. A relationship allowing parents to feel self-confident, ready to manage their likely stress, and assured that their child will be in an environment s/he will be loved and taken care of, securing her/him the best possible way to a smooth transition to it. Our study attempts to evaluate parental readiness to support their child in her/his transition to the preschool environment and the impact of an innovative transition program on parental readiness. A qualitative research study through semi-structured open-ended interviews took place during the 2024-2025 school year, with participants being 50 preschooler parents from Greater Epirus. Participants were distributed to a control group (n=25) and experimental group (n=25), the latter participating in an intervention program named “Imagination (Phantasy) Express: A journey for the whole family”. Based on our study results, it was found that a well-structured, innovative transition program may significantly empower parental readiness. Child socialization and parent experience are significant factors affecting parental readiness. Concerning parents, information, cooperation with preschool and parental anxiety management are very important factors to guarantee their child a smooth transition.

 

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著者略歴

  • Maria Sakellariou、 Emeritus Professor, University of Ioannina, Greece

    Dr. Maria Sakellariou is an Emeritus Professor at the Department of Early Childhood Education, University of Ioannina and Director of the Pedagogical and Educational Methodology Laboratory. Her research focuses on Pedagogy and Preschool / Early Childhood Education, particularly in the areas of Teaching Methodology, Curriculum Design, Evaluation, Social and Ethical Learning, Inclusive Education, Differentiated Teaching and Learning, and Game Teaching, as well as the School-Family-Community Partnership. She is a writer and co-publisher of 20 books and over 120 articles in peer-reviewed international journals.

  • Rodokleia Anagnostopoulou、 PhD, Kindergarten Teacher, University of Ioannina, Greece

    Rodokleia Anagnostopoulou is a PhD Candidate at the Department of Early Childhood Education, University of Ioannina. She has publications in international scientific journals on the following topics: Transition, Pedagogy in Early Childhood, Contemporary issues of Developmentally Appropriate Programs-activities in Early Childhood, Preschool Pedagogy and Curriculum, as well as Family-School-Community Partnership.

参考文献

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DeCaro JA, Worthman CM, 2011. Changing family routines at kindergarten entry predict biomarkers of parental stress. International Journal of Behavioral Development, 35(5): 441-448. Retrieved from https://doi.org/10.1177/0165025411406853

Dockett S, Perry B, Kearney E, Hampshire A, Mason J, Schmied V, 2011. Facilitating children’s transition to school from families with complex support needs. Albury: Research Institute for Professional Practice, Learning and Education, Charles Sturt University. Retrieved from https://cdn.csu.edu.au/__data/assets/pdf_file/0011/3958517/Facilitating-Childrens-Trans-School.pdf

Griebel W, & Niesel R, 2004. Co-constructing transition into Kindergarten and school by children, parents and teachers. In: Η Fabian, AW Dunlop, (Eds.), Transitions in the Early Years: Debating continuity and progression for young children in early education, pp. 64–75. London and New York: Routledge Falmer. Retrieved from https://www.routledge.com/Transitions-in-the-Early-Years-Debating-Continuity-and-Progression-for-Children-in-Early-Education/Dunlop-Fabian/p/book/9780415276405?srsltid=AfmBOorpekrAzQACwZTHEcotQ48DTXC2DQ1jAC0LpD90iZwjdzYcomy_

McIntyre LL, Eckert TL, Arbolino LA, DiGennaro Reed FD, Fiese BH, 2014. The Transition to Kindergarten for Typically Developing Children: A Survey of School Psychologists’ Involvement. Early Childhood Education Journal, 42(3): 203-210. https://psycnet.apa.org/doi/10.1007/s10643-013-0593-6

McIntyre L, 2007. Transition to Kindergarten: Family Experiences and Involvement. Early Childhood Education Journal, 35(1): 83-88. https://psycnet.apa.org/doi/10.1007/s10643-007-0175-6

Sakellariou M, Anagnostopoulou R, 2020. Transition program into compulsory education with emphasis on the enhancement of inter-personal relationships through the implementation of appropriate developmental practices during early childhood. European Journal of Social Sciences Studies, 5(4): 1-18. http://dx.doi.org/10.46827/ejsss.v5i4.862

Sakellariou M, Strati P, Mitsi P, Anagnostopoulou R, Banou M, Papoutsi K, 2024. Teaching Methods, Strategies and Practices: Contemporary Inclusive Classrooms in Greece, Berlin, Lambert Academic Publishing. Retrieved from https://www.researchgate.net/publication/379573020_Teaching_Methods_Strategies_and_Practices_Contemporary_Inclusive_Classrooms_in_Greece

Sakellariou M, Anagnostopoulou R, Strati P, Mitsi P, 2021. Developmentally appropriate transition practices: A successful transition for all children within the Greek school and preschool environments, Berlin, Lambert Academic Publishing, ISBN:978-620-4-20729-2

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発行日

2025-03-13

巻号

巻 10 号 5 (2024)

セクション

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