NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ995952
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-1350-293X
Supporting and Stimulating the Learning of Socioeconomically Disadvantaged Children--Perspectives of Parents and Educators in the Transition from Preschool to Primary School
Arndt, Ann-Kathrin; Rothe, Antje; Urban, Michael; Werning, Rolf
European Early Childhood Education Research Journal, v21 n1 p23-38 2013
When children move from preschool to primary school in Germany, this involves a transition between two distinct systems with regard to political responsibility. Following Rimm-Kaufman and Pianta's (2000) ecological and dynamic model of transition, the research project focuses on the perspectives of parents and professionals on the learning processes of children from socioeconomically disadvantaged families in the transition from preschool to school. Against the backdrop of a socio-constructive conception of learning we examine the microsystemic constructions of parents and professionals with qualitative methods in a longitudinal design. The results presented here draw attention to the 18 months before the child's school entry. It captures the perceptions of parents and educators on the support of the child's learning processes in the family and in the institutional context. Results question the ideal of an educational partnership by emphasising the conflicting demands related to preschool. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany