Family–school connectivity during transition to primary school

Abstract

ABSTRACT Background Family–school connections during the transition from preschool to primary school are crucial, as they serve to bridge the gap between the home and school learning environments. In order to support children’s learning and engagement throughout their school career, more needs to be understood about the factors that contribute to successful or difficult transition experiences during this critical period. Purpose This case study was part of the Children’s School Lives (CSL) national longitudinal study of Irish primary schooling. It aimed to gain an in-depth understanding of mothers’ experiences of family–school connectivity during their child’s transition to primary school in Ireland, exploring how these connections helped them manage their experiences of the transition. Method A qualitative, interpretative phenomenological analysis (IPA) approach was used to investigate mothers’ experiences of the transition to primary school from preschool. The analysis drew on data collected from semi-structured interviews carried out with five mothers of children who had started primary school. Findings Overall, findings from the analysis suggested that mothers had positive experiences of family–school connectivity during the transition period and indicated high levels of trust in their children’s teachers and their abilities. Mothers expressed a desire to be active participants in their child’s learning and transition experience, as well as to develop quality connections with their child’s school and teachers through regular communication and familiarity with the school environment. However, the analysis identified that experiences among the mothers were mixed. Conclusion This study offers insight into the need to develop consistent policy and practice across schools in terms of opportunities to contact teachers, parent–school communication and transition activities held by schools. It highlights the importance of creating strong bridges between families and schools and positive transition experiences for children entering primary school.