The transition from home to primary school

Easing the Transition from Home to Primary School in the Republic of Ireland

Easing the Transition from Home to Primary School in the

Chapter 1: Introduction

1.1 Introduction

The key aim of this research is to identify and explore the impact of the child's inner attributes, family, school and community which contribute to 'a successful transition from home to school' (Henry, 2007). This study will identify factors that contribute to a smooth transition from the perceptions of both the parents and the professionals in the Republic of Ireland. The objectives of the research are highlighted in the research questions which include: What are parents' views, experiences and concerns in relation to their children during the transition period? What are the professionals' opinions regarding the transition from home to school for children? For parents and professionals, what factors contribute to a 'smooth' transition? Which appropriate programmes and intervention initiatives could be implemented into the school's transitional programme?

1.2 Background to study

As research around the world unravels, the transition from home to primary school for children is clearly indicated to be a vital aspect of a child's life. For many children it is their first and major ecological transition in their educational life (Bronfenbrenner, 1979, cited by Hetherington et al., 2003, p.25). Hann (2005) has identified the transition as “a journey to a new destination.” At first the child needs a map which they will follow closely, observing turns and hazards. Gradually, with practice and guidance the child will become confident and secure before completing activities independently and developing to their full potential. Eventually they will no longer need the guidance or map. The early years provide the foundation for the development of skills and capabilities that children need in order to complete this 'journey' making broader contributions to society as adults. Information relating to a child's development in their early years is crucial in completing this 'journey' and can assist 'all members of society who care about the well-being of' the child, including parents, teachers, health professionals and legislators (Lerner et al., 2000). Hetherington et al. (2003, p.4) have outlined the definition for child development as 'a field of study that seeks to account for the gradual evolution of the child's cognitive, social and other capacities, first by describing changes in the child's observed behaviours and then by uncovering the processes and strategies that underlie these changes.' The study in relation to transitions in education is parallel to the study of the child's development.

The focus for entry into education in Australia for many years was defined in terms of children's readiness for school. This term was then challenged in the 1980s and a more complex form of entry emerged as professional concerns were voiced in relation 'to inclusive educational policies (Wolrey, 1999), ambiguity about the validity and reliability of assessments of young children's capabiliies (Meisels, 2001), and concern that educational practices of grade retention were potentially harmful (Holloway, 2003)' (Petrimskyj et ...