Hope, Despair and Everything in Between – Parental Expectations of Educational Transition for Young Children with Intellectual Disability

Wilder, Jenny; Lillvist, Anne

doi:10.1007/978-3-319-58329-7_4

Cited by 6 publications

(4 citation statements)

References 20 publications

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“…Our research about the educational transition from preschool to school for young children with intellectual disability has inspired us to analyze learning processes and development in the field of early educational transitions (see earlier published papers; Lillvist and Wilder 2016;Wilder and Lillvist 2016;Lillvist and Wilder 2017;Wilder and Lillvist 2017). In our work, we have found that there is a need for more explicit discussions in the transition research field about children's learning in transition.…”

Section: Introductionmentioning

confidence: 86%

Learning journey: a conceptual framework for analyzing children’s learning in educational transitions

Wilder

Lillvist

2018

European Early Childhood Education Research Journal

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Research about transitions in early childhood education has had an upsurge especially in the last 15 years. Much attention has been directed to what constitutes and builds up positive transitions. Although, as learning is one of the main tasks in educational settings, there is a need for more explicit research discussions in the transition research field about children's learning in transition. The aims of this article are to discuss and unravel the theoretical concept 'learning journey' and to propose a conceptual framework for analyzing children's learning in early educational transitions. The article gives a review of the concept learning journey and related terms: learning, continuity/discontinuity, change, collaboration and time. A conceptual framework of learning journey is proposed and a model presented. The model is discussed in relation to the PPCT-model of Urie Bronfenbrenner and a final discussion set the proposed conceptual framework of learning journey in the context of application to early childhood education.

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Section: Introductionmentioning

confidence: 86%

Learning journey: a conceptual framework for analyzing children’s learning in educational transitions

Wilder

Lillvist

2018

European Early Childhood Education Research Journal

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“…Our sample characteristics (predominantly White, well-educated heterosexual couples) also limits generalisability. For example, when children have intellectual disabilities, parents' experiences are very dependent on the needs of their child (Wilder and Lillvist 2017). Single-parent families or same-sex parents may also face very different challenges to the current sample, while parents may report fewer adjustment difficulties when their later-born children start school.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Becoming School-Parents: Contrasts between Mothers’ and Fathers’ Speech Samples and Links with Psychological Distress and Household Disorder

Dempsey¹,

Grimmel²,

Fink³

et al. 2023

Preprint

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Transition to school research has largely overlooked parents’ experiences, particularly fathers. We gathered speech samples from UK parents (93 mothers, Mage= 37.1 years; SD = 4.6 years; and 68 fathers, Mage= 38.0 years; SD = 3.59 years) that captured their experiences of the school transition. This study (a) compared mothers’ and fathers’ experiences; and (b) examined experiences alongside parental self-reported psychological distress and household disorder. Parents’ experiences differed in valence: Emotional Reaction (mixed), Experiences with the School (positive), Support and Relationships (mixed), and Routines and Responsibilities (negative). Relationships and Support elicited heightened emotions from mothers than fathers. Only maternal experiences were associated with psychological distress and household disorder. Within couples (n = 64), only negative talk about Routines and Responsibilities was shared; all other experiences were individual. Our speech sample coding shows the significant, mixed and independent impact of the transition on parents and highlights the importance of coparenting effects.

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“…This was questioned by Bennett (2013) because it was deemed not to respect the potential of children and was counterproductive like schools that only facilitate early childhood academics (Moss, 2013). Implementation of the concept of school readiness in early childhood education also raises new problems, namely injustice to underprivileged families who do not have access to it or families who do not facilitate children in formal education at an early age (Brooks & Murray, 2018;Wilder & Lillvist, 2017). While research findings in poor areas in Dublin, Ireland (Booth et al, 2019) children describe schools needing to regulate their emotional, cognitive, and behavioral responses.…”

Section: Introductionmentioning

confidence: 99%

School readiness assessment: Study of early childhood educator experience

Putranta¹

2021

ilkonline

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The physical and psychological readiness of children will affect the transition phase of children entering more formal education. Increasing children's' school readiness is one the most important aims of quality early childhood education. This research aims to explore the experiences of early childhood educators in assessing the level of readiness of children entering primary education. This research is qualitative research using a phenomenological approach. Data was collected through focus group discussions (FGDs) involving 20 early childhood educators who covered kindergarten, RA, and PAUD in Cilacap, Central Java, Indonesia. The data analysis technique was carried out by applying the Miles and Huberman model. The results showed the concept of school readiness has been widely recognized by early childhood educators and colored the process of early childhood learning. Educators' perceptions of the dimensions of school readiness are based on the achievements of children's development, which include moral and religious values, physical-motor, cognitive, language, social-emotional, and art. The assessment of the child's developmental achievements is carried out formative with most using performance assessments. The plural assessment rubric is used as an observation instrument for the child's performance.

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Hope, Despair and Everything in Between – Parental Expectations of Educational Transition for Young Children with Intellectual Disability

Cited by 6 publications

References 20 publications

Learning journey: a conceptual framework for analyzing children’s learning in educational transitions

Learning journey: a conceptual framework for analyzing children’s learning in educational transitions

Becoming School-Parents: Contrasts between Mothers’ and Fathers’ Speech Samples and Links with Psychological Distress and Household Disorder

School readiness assessment: Study of early childhood educator experience

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