Journal articles: 'Transition from home to school'

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Richardson, Lesley. "Review of Transition from Home to School." Australasian Journal of Early Childhood 22, no. 1 (March 1997): 18–22. http://dx.doi.org/10.1177/183693919702200105.

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This paper is concerned with the transition of the child from home or preschool to the formal school environment in Australia and New Zealand. The entry age of children into school, procedures for enrolment, and the roles of teachers and parents are highlighted. All but two States in Australia have a reception full-day year in school prior to Year 1, few States have a common starting age, and different States and school systems use a variety of procedures to enrol children. All systems have advantages and disadvantages for the child and the school administration, but the need for a sense of continuity to smooth the transition and the management of stress that stems from the child's changed environment and routines is emphasised.

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Wittenberg, Isca. "The transition from home to nursery school." Infant Observation 4, no. 2 (March 2001): 23–35. http://dx.doi.org/10.1080/13698030108401621.

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Solhaug, Marius, Rune Høigaard, and Stig Arve Sæther. "The balancing act of combining school and football in the transition from a non-professional club into junior-elite academy football." Scandinavian Journal of Sport and Exercise Psychology 3 (August 23, 2021): 40–46. http://dx.doi.org/10.7146/sjsep.v3i.128322.

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Football players in the transition from junior-to-senior are usually involved in dual careers, combining school and football – a process that makes them dependent on a holistic talent-development journey. The aim of the current study was to describe how male junior elite football players (N=10; 5=living at home, 5=living away from home) perceived stressors in the transition from a non-professional club into a junior elite academy. Furthermore, the school transition (between lower- and upper-secondary school) and social transition (based on the school and football transitions) as a consequence of the football transition into academy football. Based on Wylleman and Lavallee’s (2004) and Stambulova’s (2003) models, the data were analysed based on the following three levels in the transitions: athletic, academic - and psycho-social. The main perceived stressors in the football transition (athletic level) were new performance demands, which impacted them both physically (e.g., quality of training) and psychologically (e.g., self-esteem and well-being). Perceived stressors in the school transition (academic level) were related to increased academic workload and expectations, and academic achievement. Perceived stressors related to the social transition (psycho-social level) among the players that have chosen to live away from home were new roommates and doing more housework, even though they adapted quickly to the new requirements. Both groups highlighted the importance of having a social network (friends, leisure activity) outside of football, so they got to relax and not always think about football or school. The study findings suggest that maintaining dual careers introduces stressors for most players – independent of living at home or away from home.

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Hendry, Joy. "Kindergartens and the Transition from Home to School Education." Comparative Education 22, no. 1 (January 1986): 53–58. http://dx.doi.org/10.1080/0305006860220109.

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Strnadová, Iva, and Therese M. Cumming. "The importance of quality transition processes for students with disabilities across settings: Learning from the current situation in New South Wales." Australian Journal of Education 58, no. 3 (July 16, 2014): 318–36. http://dx.doi.org/10.1177/0004944114543603.

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This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice.

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Lenz, Brenda. "The Transition From Adolescence to Young Adulthood: A Theoretical Perspective." Journal of School Nursing 17, no. 6 (December 2001): 300–306. http://dx.doi.org/10.1177/10598405010170060401.

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Life transitions are periods in time when individuals experience major changes. Transitions may occur during periods between two relatively stable states of human development. The associated changes with the transition bring instability as the person passes through the period. During this period, the individual is typically required to make major adjustments, to develop new skills, or to learn to cope with new experiences. One major life transition begins during the final year or years of high school. This transition, unlike childhood transitions, for many individuals will include a move from one’s childhood home and away from their family of origin and from an established network of friends. A successful transition to young adulthood will form a foundation for the individual in future stages of development and transitions. Three frameworks of transition, developmental psychology, counseling, and nursing, are described.

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Mohite, Prerana, and Namita Bhatt. "From Home to School: Mapping Children's Transition in the Indian Context." Research in Comparative and International Education 3, no. 3 (January 2008): 308–16. http://dx.doi.org/10.2304/rcie.2008.3.3.308.

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Nuske, Heather Joy, Elizabeth McGhee Hassrick, Briana Bronstein, Lindsay Hauptman, Courtney Aponte, Lynne Levato, Aubyn Stahmer, et al. "Broken bridges—new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success." Autism 23, no. 2 (February 19, 2018): 306–25. http://dx.doi.org/10.1177/1362361318754529.

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Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home.

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Strnadová, Iva, Therese M. Cumming, and Joanne Danker. "Transitions for Students With Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives." Australasian Journal of Special Education 40, no. 2 (May 4, 2016): 141–56. http://dx.doi.org/10.1017/jse.2016.2.

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Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents’ and teachers’ experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School–home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes.

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Finney, Rebecca, Cathy Atkinson, Mike Barclay, and Ben Tawil. "How does transition to secondary school influence home, school and community play?" Educational and Child Psychology 37, no. 4 (December 2020): 10–24. http://dx.doi.org/10.53841/bpsecp.2020.37.4.10.

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AimThis study gathered views of 10 to 12-years-old pupils about their play experiences before and after transition to secondary school, comparing access to their right to play.MethodA multiple-case study design was used to gather views of six Year 6 primary pupils and six Year 7 secondary pupils living in the same community in the United Kingdom (UK). Six workshops, including a focus group, were conducted with each year group.FindingsQualitative data from both focus groups were analysed thematically, individually and across year groups. Findings indicated that temporal, spatial and psychological factors affected both Year 6 and Year 7 pupils’ play access. Year 6 pupils were more satisfied with their play opportunities and reported more time to play.LimitationsThe small-scale size of this study limits drawing conclusions. Data were collected in the summer term and therefore the weather and point in the school year may have been influential.ConclusionsFindings suggested that, for the pupils involved, play opportunities appeared to decrease upon transition to secondary school. It is therefore important that barriers to play across age groups are considered and addressed, to ensure that all children can realise their right to play. Educational psychologists (EPs) can raise awareness of the benefits of play and the potential impact of limited play opportunities for older children.

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Steele, Carly. "LANGUAGE PRACTICES OF INDIGENOUS CHILDREN AND YOUTH: THE TRANSITION FROM HOME TO SCHOOL." TESOL in Context 29, no. 1 (December 30, 2020): 125–27. http://dx.doi.org/10.21153/tesol2020vol29no1art1425.

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Xu, Yaoying. "Toddlers’ emotional reactions to separation from their primary caregivers: successful home–school transition." Early Child Development and Care 176, no. 6 (August 2006): 661–74. http://dx.doi.org/10.1080/03004430500147581.

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Emma-Kate Kennedy, R. J. (Sean) Cameron, and Jennifer Greene. "Transitions in the early years: Educational and child psychologists working to reduce the impact of school culture shock." Educational and Child Psychology 29, no. 1 (2012): 19–31. http://dx.doi.org/10.53841/bpsecp.2012.29.1.19.

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The impact of young children’s biological, familial and social-cultural contexts on adjustments to school life is now well established. This includes the relationship between positive transition experiences from home or an early years setting to school and later outcomes for children and young people. This paper posits that transition is best conceptualised as an interactive cultural, ecological and dynamic process; experienced differently by different children, families and educational providers based on a unique interaction of cultural characteristics, expectations and goals. The fundamental requirement for educational and child psychologists, and those with whom they work, to understand transition within an ecological and dynamic framework is highlighted. Evidence-informed strategies which may be employed to minimise the potentially adverse impact of such a change for young children are discussed, with an emphasis on Ready Schools. Local case studies are described to illustrate these arguments. Finally, the paper explores key issues faced by psychologists applying the transitions research evidence to good practice in the current political and educational contexts.

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Hanifah, Thifal. "Peran keterlibatan orang tua terhadap kesiapan sekolah pada anak prasekolah." Cognicia 7, no. 4 (December 2, 2019): 492–506. http://dx.doi.org/10.22219/cognicia.v7i4.10346.

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Preschool children will pass transitions period from Kindergarten into elementary school which has new requirements. Transition period can work efficiently if children have had the preparation of “ready for school”. The factors which influence the school readiness is the involvement of parents. Parental involvement is needed because it will create continuity between children's education at home and at school. This research aimed to determine the effect of parental involvement on school readiness in preschool children. This research method used quantitative methods with a sampling technique of random sampling. The subjects of the research were parents who had preschool children of 100 respondents. The instrument used the PIQ and SRQ (Indonesian standard). Data analysis used simple linear regression test. The results showed F value = 33.211, p < 0.01 that there was positive effect on parents’ involvement toward significant school readiness with home-based involvement having strong relations from other dimensional.

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Galambos, Nancy L., Shichen Fang, Rebecca M. Horne, Matthew D. Johnson, and Harvey J. Krahn. "Trajectories of perceived support from family, friends, and lovers in the transition to adulthood." Journal of Social and Personal Relationships 35, no. 10 (July 5, 2017): 1418–38. http://dx.doi.org/10.1177/0265407517717360.

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Trajectories of perceived support from family, friends, and lovers were examined in 923 high school seniors surveyed across the transition to adulthood (ages 18, 19, 20, 22, and 25). Growth models revealed a cubic pattern of support from family members, which peaked at age 20, no change in friend support, and a linear decrease in lover support. Women reported higher levels of support than did men for all sources except fathers. Over time, friend and lover support decreased for women but increased for men. Both mother and father support were higher among young people who had left home, and cohabitation/marriage was associated with lower friend support and higher lover support. Support in close social relationships in the early 20s is dynamic; personal characteristics (e.g., gender) and life course transitions such as leaving home and marriage contribute to changing levels of perceived support.

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Cole, Rebekah F. "Supporting Students in Military Families during Times of Transition: A Call for Awareness and Action." Professional School Counseling 20, no. 1 (January 2016): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1.36.

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Throughout their time in school, students in military families face many challenging periods of transition, which include deployments, relocations, and the family's separation from the military. During these transitions, students in military families may be especially susceptible to social, emotional, and academic challenges both in their home lives and in their school lives. As advocates for all students, school counselors are called to actively support this population in these times of transition. Examples of support that aligns with these students' needs include performing academic interventions, creating partnerships with family and community members, accessing appropriate resources, facilitating peer support, referring students to outside mental health providers, and providing professional development training to equip other school personnel on best practices for working with this population. Overall, school counselors should be aware of best practices for intervening and should actively carry out these interventions to help students in military families overcome the challenges they face in the midst of their families' transitions.

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Möhring, Julian Valentin. "Familial Vulnerability at the Transition from School to Work." International Journal of Social Science Studies 10, no. 3 (April 17, 2022): 67. http://dx.doi.org/10.11114/ijsss.v10i3.5497.

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Since the Covid-19 pandemic, families have not only been seen as a place to recover from the demands of public life, but also as a constitutive element for particular vulnerabilities. Public life in general was greatly impacted by pandemic restrictions, thus, increasing the focus and visibility on dangers of regression and injury in one's own home. The article is based on narrative interviews, with emerging adults (18-27 years) who are hard to reach on their perception of the situation. 10 persons were interviewed initially in winter 2017/2018 and 10 other persons during the pandemic in the first half of 2021. This qualitative data was interpreted using the method of objective hermeneutics.Under a magnifying glass, it becomes clear how childhood experiences of injury and neglect by one's own family still influence the ability to cope with the demands placed on them during the transition from school to work. This display of vulnerability in the described experiences is interpreted with regard to the visibility and latency of vulnerability. Exploring the link between trust and vulnerability deepens an understanding of how harmful events in childhood still influence vocational opportunities after leaving school. Depending on their age, the interviewees concentrate on the changed position within the family towards their parents. In this interplay between socializing processes of detachment and the rise from a dependent position to one of responsibility, the retrospective evaluation of the family and what was previously familiar in the world of life assumes a central position.

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Lewis, Catherine C., and Lois Peak. "Learning to Go to School in Japan: The Transition from Home to Preschool Life." Journal of Japanese Studies 19, no. 1 (1993): 151. http://dx.doi.org/10.2307/132869.

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Blinco, Priscilla Mary Anne, and Lois Peak. "Learning to Go to School in Japan: The Transition from Home to Preschool Life." Monumenta Nipponica 47, no. 2 (1992): 297. http://dx.doi.org/10.2307/2385250.

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Hamilton, V. Lee, and Lois Peak. "Learning to Go to School in Japan: The Transition from Home to Preschool Life." Contemporary Sociology 21, no. 4 (July 1992): 497. http://dx.doi.org/10.2307/2075878.

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Klein, Kathleen, Michelle Wheeler, and Catherine F. Yonkaitis. "College-Bound: Transition Planning Strategies for Students With Type 1 Diabetes." NASN School Nurse 34, no. 1 (September 18, 2018): 17–20. http://dx.doi.org/10.1177/1942602x18794891.

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Transition planning is mandated for students who receive special education services; however, it is not required for students with chronic conditions. Students with chronic conditions nearing graduation would benefit from more intensive attention to their post–high school self-care needs and responsibilities. Students with type 1 diabetes must be able to understand the necessary self-care of one of the most complicated and intensive chronic conditions yet there are no evidence-based strategies for how to help students transition from the support provided at school to independence at graduation. The need for a student with type 1diabetes to independently manage their diabetes is even greater as the student leaves home for college. School nurses, who are also certified diabetes educators, created a support group for seniors with type 1 diabetes. The group focused on life after high school and provided the students with a detailed checklist to help improve knowledge and prepare students for the transition to college. Participants felt better prepared to move on to college armed with their checklist and other resources to help when away from home.

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Henty, Neil. "School readiness: interventions in action." British Journal of Child Health 2, no. 1 (February 2, 2021): 45–48. http://dx.doi.org/10.12968/chhe.2021.2.1.45.

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The transition to school from the home or early years setting is a crucial time in a child's life. Public health nurses and early years professionals have a crucial role to play in ensuring that children are ready for school entry. In this second part of a two-part series, Neil Henty looks at local strategies and interventions implemented in practice to improve school readiness.

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Mander, David J., Lynne Cohen, and Julie Ann Pooley. "‘If I Wanted to Have More Opportunities and Go to a Better School, I Just Had to Get Used to It’: Aboriginal Students’ Perceptions of Going to Boarding School in Western Australia." Australian Journal of Indigenous Education 44, no. 1 (April 22, 2015): 26–36. http://dx.doi.org/10.1017/jie.2015.3.

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This study explored the experiences of 32 male Aboriginal students from regional and remote towns and communities while they attended a metropolitan boarding school away from home and family in Perth, Western Australia. Using narrative interviews it specifically investigated how these Aboriginal students construct meaning around the transition experience to boarding school. Three major themes emerged from the data: (1) Decision Making and the subthemes of Choice-less Choice and Opportunity; (2) Organisational Climate and the subthemes of School Environment and Belonging, Culture Shock, Homesickness, Identity, Code Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer Relations; and (3) Relational Change and the subthemes of Family Dynamics, Friendships at Home, and Cultural Connectedness. This study emphasises the importance of conceptualising and understanding social phenomena from the perspective of those who actually undertake the experience, and the findings are discussed in terms of policy and practice relevant to Australian boarding schools.

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D'alonzo, Bruno J., and Gerard Giordano. "Strategies for Developing Rural Transition Programs." Rural Special Education Quarterly 13, no. 1 (March 1994): 37–45. http://dx.doi.org/10.1177/875687059401300107.

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Transition is a process that can encompass the life-span of individuals with disabilities. Through the transition from high-school to community living and employment is critical for persons in rural areas, there are essential stages, such as prevocational training and the dissemination of career information, that should precede transition. Because limited resources can restrict prevocational training in rural areas, strategies for developing prevocational skills in school can be supplemented with community and home-based activities. Strategies for disseminating information about careers and employment in rural areas and philosophies which can be the basis for organizing transition programs are reviewed as well.

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Miller, Alexandra A., and William J. Therrien. "Returning Home: Reducing Recidivism for Juvenile Offenders With Disabilities Through Transition Planning." Beyond Behavior 27, no. 2 (March 29, 2018): 108–15. http://dx.doi.org/10.1177/1074295618766517.

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Youth with disabilities are dramatically overrepresented in the juvenile justice system. These individuals have poorer outcomes compared with their nondisabled peers regarding school graduation, employment, and recidivism. This discussion article explores issues related to transition and outlines research-based practices aimed at increasing postrelease community engagement and decreasing the likelihood of rearrest. Three phases of transition are identified as well as key components, practices, and personnel that can guide transition from initial intake through reentry.

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Soni, Anita, Marisol Reyes Soto, and Paul Lynch. "A review of the factors affecting children with disabilities successful transition to early childhood care and primary education in sub-Saharan Africa." Journal of Early Childhood Research 20, no. 1 (October 8, 2021): 59–79. http://dx.doi.org/10.1177/1476718x211035428.

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Whilst transition to primary school is a commonly experienced phenomenon for most children, some groups of children, including those with disabilities, are less likely to engage in the process because it can be very challenging for them and their families. This article presents evidence from a review of research looking at the transition of children with disabilities within early childhood and primary education in low income countries in Sub-Saharan Africa. From the meta-aggregation, three central areas were identified within the topic of transition of children with disabilities to primary school in sub-Saharan Africa: key actors, obstacles and enablers. Although this review identified some of the main obstacles to transition related to finance, it has highlighted the fact that many children with disabilities and their parents wish to attend school, and there are a number of ways to support and enable successful transition from home to school.

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KARLSEN, JANNICKE, SOLVEIG-ALMA HALAAS LYSTER, and ARNE LERVÅG. "Vocabulary development in Norwegian L1 and L2 learners in the kindergarten–school transition." Journal of Child Language 44, no. 2 (March 8, 2016): 402–26. http://dx.doi.org/10.1017/s0305000916000106.

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AbstractThis study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the home, maternal education, and previous L1 and L2 vocabulary on the development of L2 vocabulary breadth and depth were investigated. The results indicate that despite the weaker vocabulary skills of the L2 sample, the growth trajectories of the L2 learners and the monolingual comparison group did not differ. For the L2 learners, we identified both concurrent and longitudinal predictors of vocabulary: the number of books in the home and the time of introduction of the L2 predicted concurrent vocabulary. L1 vocabulary, number of books in the home, and the time of introduction of the L2 predicted vocabulary growth.

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Ebbeck, Marjory, and Valerie Reus. "Transitions: Third Culture Children." Australasian Journal of Early Childhood 30, no. 3 (September 2005): 10–16. http://dx.doi.org/10.1177/183693910503000303.

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This paper reports on a small-scale research study conducted in Singapore, where some 16,000 children are enrolled in ‘foreign schools’. Such children, often termed Third Culture Children, are neither raised entirely in their parents' home country nor as a member of the country where they now live. Pollock and Van Reken (2001) state that the children build relationships to all cultures, while not having full ownership of any country. These children may be confronted with cultural conflict, especially following a move to a new school, and/or entry to a school culture which is significantly different from what they previously experienced. Some are able to resolve the conflict, while others experience difficulties. Feelings of displacement, rejection and unease can be common when children are experiencing a transition of some impact. The research reported here shows the transition experiences of 11 children during the first eight weeks of their move to an international school in Singapore.

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Tran Thi Kim, Lien. "AWARENESS OF EARLY CHILDHOOD EDUCATIONAL MANAGERS ABOUT TRANSITION FROM HOME TO KINDERGARTEN." Journal of Science Educational Science 65, no. 12 (December 2020): 138–47. http://dx.doi.org/10.18173/2354-1075.2020-0118.

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The article presents a survey results on the awareness of early childhood education managers of supporting children in the transition period from home to kindergarten through questionnaire filled by 213 managers in some provinces and cities in Vietnam. The results showed that the managers were initially aware of the transition from home to kindergarten such as the time and way of transition. However, they concerned much more with the aspect of “ready schools” than “ready families” or “ready children”. Although managers were aware of the role of parents in the transition from home to kindergarten, the ways which parents supported their children were not considered. In addition, factors related to the children such as development levels and abilities were lacked of attention. Therefore, the school's transition support activities were not diversified, which didn’t pay much attention to the participation of families and children by their own. The results also affirmed that it has been many difficulties and barriers from families and communities in the transition period from home to kindergarten of children.

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Lehmann, Jean P., Diane S. Bassett, and Deanna J. Sands. "Students' Participation in Transition-Related Actions." Remedial and Special Education 20, no. 3 (May 1999): 160–69. http://dx.doi.org/10.1177/074193259902000307.

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The purpose of this qualitative study was to explore high school students' participation in transition-related activities. Findings indicated that teachers, students, and mothers did not perceive formal transition-related processes as occurring at school or home. Both teachers and mothers agreed that better communication was needed as well as administrative support to implement an effective transition process in which students can become involved. Conclusions drawn from the study are that (a) transition is more of a promise than a reality for many due to limited resources and confusion about roles; (b) transition meetings are an important venue for linking students' involvement to the transition process; and (c) although teachers and mothers desire student involvement, achieving this involvement will require changes in everyone's roles.

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Wannebo, Wenche, Siri Andreassen Devik, and Lisbeth Uhrenfeldt. "Meanings of Living in Lodgings During Senior High School." Journal of School Nursing 35, no. 3 (November 20, 2017): 221–32. http://dx.doi.org/10.1177/1059840517742704.

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Studies show that senior high school students living in lodgings (away from home) when attending high school are vulnerable to stress and mental health problems. Moving away from home at the age of 15–16 is a transition that might affect adolescents’ well-being. The aim of this study is to explore the experience of living in lodgings during senior high school. In-depth interviews were conducted with 21 Norwegian lodgers of both genders between the ages of 16–18. Interviews were analyzed according to a phenomenological hermeneutical approach. Four main themes were identified: (a) striving between controlling time and being controlled by time, (b) striving between finding comfort in being alone and feeling left alone, (c) striving between being independent and being taken care of, and (d) striving between leaving and finding home. The findings illuminate many challenges experienced by lodgers. A raised awareness and preventive initiatives from school nurses are recommended.

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Hart, Karen. "Right at home." Early Years Educator 21, no. 6 (October 2, 2019): S2—S3. http://dx.doi.org/10.12968/eyed.2019.21.6.s2.

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The experience children take from their first days at pre-school can have a lasting effect on the way they anticipate future transitions. Communicating effectively – and helping them to do the same – is key to success.

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TACELOSKY, KATHLEEN. "TRANSNATIONAL EDUCATION, LANGUAGE AND IDENTITY: A CASE FROM MEXICO." Society Register 2, no. 2 (December 30, 2018): 63–84. http://dx.doi.org/10.14746/sr.2018.2.2.04.

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Educating for a future that assumes students will be educated in the country where they were born or that they will remain in the country where they are currently in school does not reflect the reality of the movement of people in an age of globalization. The research presented here examines the case of children and youth in Mexican public schools who have had some or all of their education in the United States, transnational students (TS) with a particular focus on their linguistic situation. Results suggest that TS struggle with the linguistic transition from Spanish as language of the home to Spanish as the language of education. The paper concludes with suggestions for future research and application to other contexts.

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Heyworth, Melanie, Simon Brett, Jacquiline den Houting, Iliana Magiati, Robyn Steward, Anna Urbanowicz, Marc Stears, and Elizabeth Pellicano. "“It just fits my needs better”: Autistic students and parents’ experiences of learning from home during the early phase of the COVID-19 pandemic." Autism & Developmental Language Impairments 6 (January 2021): 239694152110576. http://dx.doi.org/10.1177/23969415211057681.

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Background and aims The COVID-19 pandemic has caused unprecedented disruption to people's lives, especially for families, whose children have been taken out of schools during lockdown restrictions and required to learn from home. Little is known, however, about the perceived impact of the lockdown restrictions on the educational experiences of autistic children and young people – a group whose conventional schooling experiences are already often challenging. In this study, we sought to (1) understand these experiences from the perspectives of autistic young people and their parents, and (2) identify the underlying sources of positive experiences at this challenging time, in order to inform the ways in which autistic children might flourish at school in more normal times. Methods Ninety-one Australian participants, including 16 autistic young people aged 12–18 years, 32 autistic parents and 43 non-autistic parents of autistic young people aged 3–18 years, took part in semi-structured interviews about their experiences of life during the initial phase of the COVID-19 pandemic. The interviews were subjected to reflexive, thematic analysis to identify themes and subthemes for each research question. Results Overall, our participants initially found the transition to learning from home extremely challenging, with parents reporting that the support received from schools was far from adequate. After that initial period of transition, however, many autistic children reported flourishing at home both educationally and personally. For these children and families, we identified three key ingredients essential to this flourishing, including: (i) the importance of connected, trusting relationships (‘people’); (ii) the sensory and social safety of home (‘place’); and (iii) the flexibility to pace and structure learning to suit the individual child (‘time’). Conclusions While the initial COVID-19 lockdown presented many challenges to children learning at home, there were aspects of this otherwise-unsettling situation that enabled children to thrive and from which we can learn for the future. Implications These findings have important implications for understanding how and when autistic children might thrive in institutional educational settings once the pandemic subsides, focusing on the relationships between teachers and students, the nature of the physical learning environment and the need for greater flexibility in planning the school day.

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HENDRY, JOY. "Learning to Go to School in Japan: The Transition from Home to Preschool Life . LOIS PEAK." American Ethnologist 21, no. 4 (November 1994): 992–93. http://dx.doi.org/10.1525/ae.1994.21.4.02a01060.

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Benito, Carlos, and Johanna Filp. "The transition from home to school: A socioeconomic analysis of the benefits of an educational intervention with families and schools." International Journal of Educational Research 25, no. 1 (January 1996): 53–65. http://dx.doi.org/10.1016/0883-0355(96)82042-8.

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Evans, Danielle, and Andy P. Field. "Predictors of mathematical attainment trajectories across the primary-to-secondary education transition: parental factors and the home environment." Royal Society Open Science 7, no. 7 (July 2020): 200422. http://dx.doi.org/10.1098/rsos.200422.

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A ‘maths crisis’ has been identified in the UK, with many adults and adolescents underachieving in maths and numeracy. This poor performance is likely to develop from deficits in maths already present in childhood. Potential predictors of maths attainment trajectories throughout childhood and adolescence relate to the home environment and aspects of parenting including parent–child relationships, parental mental health, school involvement, home teaching, parental education and gendered play at home. This study examined the aforementioned factors as predictors of children's maths attainment trajectories (age 7–16) across the challenging transition to secondary education. A secondary longitudinal analysis of the Avon Longitudinal Study of Parents and Children found support for parental education qualifications, a harmonious parent–child relationship and school involvement at age 11 as substantial predictors of maths attainment trajectories across the transition to secondary education. These findings highlight the importance of parental involvement for maths attainment throughout primary and secondary education.

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Makina, Blandina. "MANAGING TRANSITION: TEACHER ACCOMMODATION STRATEGIES IN AN ENGLISH SECOND LANGUAGE CLASSROOM." Commonwealth Youth and Development 13, no. 1 (June 1, 2016): 50–66. http://dx.doi.org/10.25159/1727-7140/1158.

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The South African Language in Education Policy (LiEP) makes provision for learners to be taught in their first language in the first three years of schooling. In accordance with this language policy, in most public schools, learners are taught in their home language in the first three years of school. In grade 4, which is the beginning of the intermediate phase, English - the second language (L2) â€“ becomes the language of learning and teaching (LoLT) across all subjects except the mother tongue. Contrary to expectations, by grade 4, learners in disadvantaged environments have barely developed sufficient reading and writing skills in their home language to make a successful transition and function effectively in the L2. This paper is based on insights from lesson observations and interviews of three Grade 4 teachers of English as a Second Language. It documents the accommodation strategies used to help learners manipulate the language of learning and teaching (LoLT). Findings indicate that the translanguaging processes involved in making English part of the learnersâ€™ linguistic repertoire are heavily embedded in the home language, resulting in very slow development of the learnersâ€™ language proficiency in English. Recommendations are made on how to enable teachers to assist their learners to bridge this transition gap.

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Yahya, Raudhah, and Elizabeth Ann Wood. "Play as third space between home and school: Bridging cultural discourses." Journal of Early Childhood Research 15, no. 3 (April 6, 2016): 305–22. http://dx.doi.org/10.1177/1476718x15616833.

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This article examines play as a conceptual third space that serves as a bridge between home and school discourses. Using sociocultural theories and an interpretivist framework, 19 immigrant mothers and their children in Canada were interviewed about their play experiences at home and in preschools. The findings reveal that children and teachers utilise play as third space in various ways. Although there is some cultural dissonance experienced by children, this study illustrates ways that children use play as a bridge between home and school and explores strategies that teachers use in supporting children’s use of play as third space. As children navigate these two cultural sites, they accumulate funds of knowledge and life experiences, which then meet, interact and perhaps fuse together in the conceptual third space. The conclusion proposes that ‘play as third space’ can be used as a conceptual framework for educators and practitioners to support children’s transition from home to school and assist children who experience discontinuities.

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Waters, Stacey K., Leanne Lester, Elizabeth Wenden, and Donna Cross. "A Theoretically Grounded Exploration of the Social and Emotional Outcomes of Transition to Secondary School." Australian Journal of Guidance and Counselling 22, no. 2 (December 2012): 190–205. http://dx.doi.org/10.1017/jgc.2012.26.

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Adolescent development involves a complex interplay between genetics, biology, and social and emotional relationships within multiple contexts of home, school and the broader community. The transition from primary to secondary school, coupled with the onset of puberty, can therefore be a difficult period for young people to negotiate at a critical period of their developmental pathway. Using a social ecological perspective, this article examines the impact of the transition experience on adolescent social and emotional health, both immediately following transition to secondary school and at the end of the first year in this new school environment. This 1-year prospective study involving 1,500 Australian Grade 8 secondary school students found that 31% of students in the sample experienced a ‘difficult’ or ‘somewhat difficult’ transition to their new school. This third of the student sample were consequently more likely to experience poorer social and emotional health, including higher levels of depression and anxiety at the end of their first year of secondary school, while controlling for these variables at the time of transition. A central message from this work exemplifies the urgent need for a longitudinal intervention trial to develop best practice guidelines for activities that help ameliorate the negative impact a change in education context can create for adolescents negotiating a rapid metamorphosis from childhood to adulthood.

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Ravanera, Zenaida R., Fernando Rajulton, and Thomas K. Burch. "Early life transitions of Canadian youth: effects of family transformation and community characteristics." Canadian Studies in Population 30, no. 2 (December 31, 2003): 327. http://dx.doi.org/10.25336/p6hs43.

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This paper looks at the impact of family transformation and community characteristics on the timing and sequences of early life transitions of Canadians born in 1971-75. Using event history techniques of analysis, the effects on school completion, start of regular work, and home-leaving are examined using a data set that merged the 1995 General Social Survey of the Family with data derived from the enumeration areas of the 1996 Census. The results show that family disruption impacts negatively on the transition to adulthood. And, mother=s work status and community-level characteristics indicative of availability of material resources and opportunities have significant effect on the timing of transition to adulthood mainly through longer period of education.

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Ravanera, Zenaida R., Rajulton Fernando, Thomas K. Burch, and Celine Le Bourdais. "The early life courses of Canadian men: analysis of timing and sequences of events." Canadian Studies in Population 29, no. 2 (December 31, 2002): 293. http://dx.doi.org/10.25336/p68c89.

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This paper focuses on the transition to adulthood of Canadian men born from 1916 to 1975. Through a life course framework, six early life events - school completion, work start, home-leaving, cohabitation, first marriage, and first birth - are examined using data from the 1995 Canadian General Social Survey of the Family. The trends in the timing and spread of each event, the length of transition to adulthood, and the trajectories to marriage indicate that the early life courses of Canadian men have changed tremendously with more diversified family behaviours and significant increases in ages at school completion and at start of regular work.

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Bobongie, Fiona, and Cathy Jackson. "Understanding cultural artefacts to ensure seamless transitions in the Early Years." Australasian Journal of Early Childhood 47, no. 1 (December 2, 2021): 62–73. http://dx.doi.org/10.1177/18369391211055864.

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For Aboriginal and Torres Strait Islander Jarjums (children), the cultural and world views they bring from their home life can be very different to those in school, creating an additional layer of adjustments in the Early Years pathway. We describe an Early Years Transitions Framework that demonstrates how changing transition from a process to move Jarjums as quickly as possible into a Western system to one that acknowledges the beliefs and cultural artefacts Jarjums bring to the Early Years space builds smoother transitions. The Framework is underlain by a mesh of High-Expectations Relationships, which moves the educator from the position of ‘knowledge holder’ to one of deep listening to understand the cultural needs and aspirations of families. By bringing these different world views together and building relationships across the Early Years sectors, educators can create a third cultural space where transition becomes a process of interwoven spaces and incremental learning.

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Paugh, Nora. "The Role of Family Cultural Practices in the College Readiness Journey of Mexican American High School AVID Seniors." Journal of Hispanic Higher Education 17, no. 4 (May 21, 2018): 275–93. http://dx.doi.org/10.1177/1538192718776407.

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Going to college is an expectation for many students, but this is not always the norm for many minority families. The decision to leave the comfort of home for college includes many family discussions and literacy practices that greatly affect a student. Studying family literacy practices such as storytelling and “ cuentos y consejos” allows us to understand the concerns families possess as their daughters transition from home to college.

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Corsaro, W. A. "Early Education, children's Lives, and the Transition from Home to School in Italy and the United States." International Journal of Comparative Sociology 37, no. 1-2 (January 1, 1996): 121–39. http://dx.doi.org/10.1177/002071529603700107.

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Bhandari, Bornali, Charu Jain, and Ajaya K. Sahu. "Are Secondary Schools Imparting Digital Skills? An Empirical Assessment." Margin: The Journal of Applied Economic Research 15, no. 1 (February 2021): 73–100. http://dx.doi.org/10.1177/0973801020976607.

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The aim of this article was to analyse the employability of currently enrolled secondary education (classes 9–12) students aged 14–21, specifically their functional digital skills. Digital skills are increasingly being recognised as a key foundational skill that also enhances employability. Gaining digital skills at the secondary education is important because it is one of the foundational skills that help prepare students transition to work and prepares them for life. There were three major objectives in this article: (a) to examine the trends and transitions in the acquisition of functional digital skills of currently enrolled secondary school Indian students according to their socio-economic and demographic profiles; (b) empirically investigate the factors influencing the acquisition of functional digital skills in urban areas and (c) examine whether the policy of providing schools with computers has had any discernible impact on the acquisition of functional digital skills of these students. Using the National Statistical Office 2017–2018 data on expenditure on education, we found that at the national level only 42% of the enrolled secondary school students had the ability to operate a computer and 46% had the ability to browse Internet in 2017–2018. The attainment of functional digital skills differed across rural and urban regions. The individual characteristics, socio-economic profile of households and school-related indicators were factors that explained the likelihood of students’ being equipped with functional digital skills. A key result was that students who had digital devices at home were more likely to have functional digital skills. The government had introduced computers in secondary schools in 2004 in India. We found evidence of a positive association between the provision of functional computers at secondary schools and attainment of digital skills, even for students from households with no computers at home. A key policy recommendation is that providing computers at schools can help overcome barriers to access to digital devices at home and improve the attainment of digital skills. JEL Codes: I2, O15, O3

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Cobb-Clark, Deborah A., and David C. Ribar. "Financial stress, family relationships, and Australian youths’ transitions from home and school." Review of Economics of the Household 10, no. 4 (August 26, 2011): 469–90. http://dx.doi.org/10.1007/s11150-011-9133-6.

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Holmes, Catherine Claire. "Childhood, Play and School: A Literature Review in Australia." Magis, Revista Internacional de Investigación en Educación 13 (December 10, 2019): 1–25. http://dx.doi.org/10.11144/javeriana.m13.cpsl.

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Around age three, First Nations children in remote communities in Australia undertake a major transition from the home to formal schooling. This very important period of child development is typically monitored by non-First Nations educators. Yet these educators typically know little about First Nations child development of children aged birth to seven. The purpose of this review is to demonstrate the importance of describing the process of acquiring social and cultural practices that enable a child to become a dynamic, knowledgeable participant in a First Nations context from a strengths perspective.

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Shareef, Jannath. "Transition Experiences of Maldivian Students: Moving from GCSEs to Advanced Level Studies." International Journal of Social Research and Innovation 5, no. 1 (October 10, 2021): 1–26. http://dx.doi.org/10.55712/ijsri.v5i1.28.

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The aim of this narrative enquiry was to explore the transition experiences of Maldivian teenagers as they transition from GCSE to Advanced Level Studies. Ten recent alumni of a higher secondary school in Male’ were selected based on purposive sampling to represent a wide range of experiences and challenges. Data was collected in 2018, using one on one, face-to-face, semi-structured interviews, and focus group discussions with boys and girls separately. This paper chronicles their transition experiences in four inter-dependent domains (1) preparedness, (2) fitting in, making friends and belonging, (3) personal grit, and formal and informal support available to meet the higher demands of advanced level studies, and (4) intense pressures the students experienced due to the social structural forces and inequalities which underline their higher secondary education experience as they work toward competitive scholarships for higher studies. Poverty, living away from home communities, lack of effective communication between parents and children, and lack of supportive mentoring relationships between teachers and students negatively influenced the transition experience. Poverty, lack of time management and independent study skills were the most important factors in failure to succeed. The findings of this study have implications for policy level change to ensure higher secondary school students are provided the support required to succeed in their studies.

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Walton, Janette, Breige A. McNulty, Anne P. Nugent, Michael J. Gibney, and Albert Flynn. "Diet, lifestyle and body weight in Irish children: findings from Irish Universities Nutrition Alliance national surveys." Proceedings of the Nutrition Society 73, no. 2 (March 5, 2014): 190–200. http://dx.doi.org/10.1017/s0029665114000056.

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Childhood obesity is an issue of public health concern globally. This review reports on levels of overweight and obesity in Irish children and examines some aspects of their diet and lifestyle proposed to promote or protect against increasing body fatness in children. While there is still some debate with regard to the most appropriate cut-off points to use when assessing body fatness in children, approximately one in five Irish children (aged 2–17 years) have been classified as overweight (including obese) according to two generally accepted approaches. Furthermore, comparison with previous data has shown an increase in mean body weight and BMI over time. On examining dietary patterns for Irish children, there was a noticeable transition from a less energy dense diet in pre-school children to a more energy dense diet in older children and teenagers, associated with a change to less favourable dietary intakes for fibre, fat, fruit and vegetables, confectionery and snacks and sugar-sweetened beverages as children got older. A significant proportion of school-aged children and teenagers reported watching more than 2 h television per day (35 % on school-days and 65 % on week-ends) compared with 13 % of pre-school children. For children aged 5–12 years, eating out of the home contributed just 9 % of energy intake but food eaten from outside the home was shown to contribute a higher proportion of energy from fat and to be less fibre-dense than food prepared at home. Improvements in dietary lifestyle are needed to control increasing levels of overweight and obesity in children in Ireland.

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Journal articles on the topic 'Transition from home to school'

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