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The Dual Role of Parents During the Transition to Formal Schooling
Children progress through a number of life transitions and each is a pivotal point of development for them, their parents and family members. While existing literature places a strong focus on understanding and supporting children as they make this transition, little focus has been placed on the experiences of their parents.
This presentation will be based on the findings of a recent Queensland research project which aimed to describe and interpret parents' narratives of their experiences as their child transitioned to school. This study has led to a better understanding of the parents' lived experiences during this transition and a better understanding of the ways in which parents shape and are shaped by their children's developmental transitions and how parents support their child's transitions.
This presentation will initially provide a short overview of the current literature in the area and the project's methodology. The project will then share the 'stories' of eight parents' experiences as their child transitioned to formal schooling and the implications for practice.
Finally, the presentation will explain how the results of this study have relevance for schools and systems as they develop and review policies and practices. The presentation will assert that governments, schools and educators have an increased role in supporting parents with their changing roles, responsibilities and relationships as their child transitions to school. Schools and systems will also be challenged to engage in a strengths-based approach to support parents at this pivotal time in their own and their child's growth and development.
Children progress through a number of life transitions and each is a pivotal point of development for them, their parents and family members. While existing literature places a strong focus on understanding and supporting children as they make this transition, little focus has been placed on the experiences of their parents.
This presentation will be based on the findings of a recent Queensland research project which aimed to describe and interpret parents' narratives of their experiences as their child transitioned to school. This study has led to a better understanding of the parents' lived experiences during this transition and a better understanding of the ways in which parents shape and are shaped by their children's developmental transitions and how parents support their child's transitions.
This presentation will initially provide a short overview of the current literature in the area and the project's methodology. The project will then share the 'stories' of eight parents' experiences as their child transitioned to formal schooling and the implications for practice.
Finally, the presentation will explain how the results of this study have relevance for schools and systems as they develop and review policies and practices. The presentation will assert that governments, schools and educators have an increased role in supporting parents with their changing roles, responsibilities and relationships as their child transitions to school. Schools and systems will also be challenged to engage in a strengths-based approach to support parents at this pivotal time in their own and their child's growth and development.
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A little about the presenter
Over the past 35 years, Grant has undertaken a number of teaching and leadership roles across a variety of educational contexts, both nationally and internationally. He has had extensive experience working in both primary and secondary schools as well as in the tertiary sector. Grants current role is Principal Advisor, Early Childhood Community and Engagement within the Department of Education Queensland. |
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