Open Access Repository

Parental perspectives on children’s school readiness: An ethnographic study


Downloads per month over past year

Jose, K ORCID: 0000-0002-9346-6429, Banks, S, Hansen, E ORCID: 0000-0003-4733-3411, Jones, RP ORCID: 0000-0002-9601-8605, Zubrick, SR, Staford, J and Taylor, CL 2020 , 'Parental perspectives on children’s school readiness: An ethnographic study' , Early Childhood Education Journal , doi: 10.1007/s10643-020-01130-9.

141794 - parent...pdf | Download (653kB)

| Preview


School readiness is a construct used by educators and policy makers to describe a range of abilities that are beneficial for children transitioning to school. The association of socioeconomic disadvantage with developmental vulnerability when children start school is well established. Parents play a crucial role in supporting children’s transition to school and are acknowledged as their child’s first and foremost teacher. The aim of this study was to explore how parents experience and support their children’s transition to school. This study presents findings from an ethnographic study with 39 parents living in two Australian communities characterised by high area-level socioeconomic disadvantage. The study reports on how parents experience and support their child for transition to school, specifically through their understanding of the concept of ‘readiness’. The role of early childhood services in supporting parents is also explored. Parents conceptualised school readiness as the child’s capacity to function effectively and independently in the hitherto unfamiliar physical and social world of school. Parents considered early childhood services supportive of their children's transition to school, particularly the development of social skills.

Item Type: Article
Authors/Creators:Jose, K and Banks, S and Hansen, E and Jones, RP and Zubrick, SR and Staford, J and Taylor, CL
Keywords: transition to school, ethnography, vulnerable families, early childhood services
Journal or Publication Title: Early Childhood Education Journal
Publisher: Springer Netherlands
ISSN: 1082-3301
DOI / ID Number: 10.1007/s10643-020-01130-9
Copyright Information:

Copyright 2020 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0)

Related URLs:
Item Statistics: View statistics for this item

Actions (login required)

Item Control Page Item Control Page