Understanding Parents' Perspectives on the Transition to Kindergarten: What Early Childhood Settings and Schools Can Do for At-Risk Families.
This paper addresses the importance of parent involvement in facilitating positive transitions from early childhood settings to elementary school for children with challenging behaviors and/or those at risk for more serious emotional/behavioral disorders. Qualitative interviews with parents of child...
| Published in: | Best Practice in Mental Health Vol. 7; no. 1; pp. 47 - 67 |
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| Main Authors: | , , |
| Format: | Article |
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Lyceum Books, Inc.
January 2011
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510972935&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510972935 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 1553555X 14GH jtl: Best Practice in Mental Health issn: 1553555X maglogo: N pubinfo: dt: January 2011 vid: 7 iid: 1 pid: 21168 pub: Lyceum Books, Inc. artinfo: ui: 510972935 ppf: 47 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.2MB tig: atl: Understanding Parents' Perspectives on the Transition to Kindergarten: What Early Childhood Settings and Schools Can Do for At-Risk Families. aug: au: Malsch, Anna M. Green, Beth L. Kothari, Brianne H. su: Parent-child relationships Education of children with mental illness Psychological adaptation Children with mental illness Psychological adaptation in children Kindergarten children Home & school sug: subj: Parent-child relationships Education of children with mental illness Psychological adaptation Children with mental illness Psychological adaptation in children Kindergarten children Home & school ab: This paper addresses the importance of parent involvement in facilitating positive transitions from early childhood settings to elementary school for children with challenging behaviors and/or those at risk for more serious emotional/behavioral disorders. Qualitative interviews with parents of children with social-emotional/behavioral challenges, their Head Start teachers and advocates, and their kindergarten teachers were conducted to gain an understanding of how these parents experienced various transition activities provided by preschools or receiving schools and how these activities functioned to help support parent involvement in the transition process. Based on these data, we developed a conceptual model linking parent needs to elements of transition supports that can be provided through preschools and receiving schools. Key elements of this model include communicating information, providing emotional support, and preparing parents to act as their children's primary advocate within the school system. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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