Multigroup model of transition experiences: how parents’ school readiness beliefs and practices change with another child in school

Abstract

The transition from preschool to primary school is a pivotal developmental period in children's and their families’ lives. However, not all families have equal access to resources and some parents face additional barriers to the types of transition and school readiness activities they participate in compared families with higher social capital. Using quantitative data from the Children's School Lives (CSL) national longitudinal study of Irish primary schooling, we examined the relationship between social and cultural capital and parents’ beliefs and participation in academic school readiness activities with their child. A multigroup structural equation model was estimated with online survey data collected from 477 parents to explore these relationships for first time parents and parents who previously experienced the transition with an older child. Results indicated that school connections through an older child may have an impact on parents’ academic readiness beliefs and practices during the transition to primary school, particularly for non-native English speakers, and parents with lower levels of education or occupations. The study highlights the need for clear, culturally sensitive policies and information sharing between schools and first time families about school culture and expectations in order to support families during this crucial developmental period.

KEYWORDS:

• Transition
• school readiness
• social and cultural capital
• Ireland

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was funded by the National Council for Curriculum and Assessment (NCCA) under grant 2016/01213/12806.

Notes on contributors

Elizabeth Tobin

Elizabeth Tobin is an assistant professor at National College of Ireland. This research was undertaken as part of her PhD in the School of Education at UCD. Her research interests include educational transitions, early childhood education and care, and developing family -school partnerships and connections.

Jennifer E. Symonds

Jennifer Symonds is an Associate Professor of Education at the School of Education, UCD, and co-principal investigator of CSL. Her research interests include child, adolescent, and young adult well-being, engagement, and educational transitions.

Seaneen Sloan

Seaneen Sloan is an Assistant Professor in the School of Education, UCD, and co-investigator of CSL. Her research interests include child development, social and emotional well-being, and mental health within the context of school and educational attainment.

Dympna Devine

Dympna Devine is Professor of Education in the School of Education, Vice Principal for Research, Innovation and Impact in UCD College of Social Sciences and Law, and co-principal investigator of CSL. She specialises in research at the intersection of sociologies of education and sociologies of childhood, and the impact of education on society.

Benjamin M. Torsney

Benjamin Torsney is an assistant professor at Temple University. Ben's research focuses on John Henryism, a form of high effort coping as a response to environmental stressors and the motivation of pre-services teachers to enter the teaching field.

Giulio D’Urso

Giulio D'Urso is an Assistant Professor in Developmental and Educational Psychology. He was a Government of Ireland Postdoctoral Research Fellow at the School of Education, UCD. His research interests concern risk and protective factors connected with bullying and victimisation and related psychological consequences.