Inclusive transition processes – considering socio-economically disadvantaged parents’ views and actions for their child’s successful school start

Abstract

Previous research has noted that the transition to primary school is important for future school success. As a result, an inclusive transition process to school has become increasingly important. However, this process is particularly difficult for socio-economically disadvantaged children in Germany. The study considers parents’ views and actions in their children’s transition, especially with regard to parent–professional cooperation. Over a period of 36 months (18 months before and 18 months after school entry), 89 qualitative interviews with parents were conducted. Although five of the 16 children were affected by selective mechanisms, all parents emphasised the importance of their child’s regular school entry and assumed active roles in their child’s education. The findings suggest underlying selective structures that undermine the development of inclusive transition structures.

Keywords:

• qualitative
• longitudinal research
• inclusive transition process
• primary school entry
• socio-economic disadvantage
• parents’ views and actions

Acknowledgements

The authors would like to thank the parents, educators, teachers and children for participating in this study.

Notes

1. This reconceptualisation has different names. In Lower Saxony, this concept is called ‘Jahrgangsgemischte Eingangsstufe’.

2. The study included a total of 19 children and their families; three of these children and their families were added to the main cases.

3. Today, school entry at a special school for children with learning disabilities is no longer an option in Lower Saxony; however, it was an option during the time that this study was conducted.

Additional information

Funding

Funding. This research project was supported by the Lower Saxony State Department for Science and Culture within the ‘Research Association for Early Childhood Education and Care of Lower Saxony’.