{"id":339,"date":"2022-11-11T00:48:56","date_gmt":"2022-11-11T00:48:56","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/?page_id=339"},"modified":"2022-12-01T01:47:27","modified_gmt":"2022-12-01T01:47:27","slug":"ecv2022-308","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/ecv2022-308\/","title":{"rendered":"308 – Parents\u2019 experiences and expectations of children\u2019s transition to the first year of primary school after the COVID-19 pandemic"},"content":{"rendered":"\t\t
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Presentation - ECV2022-308<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Parents\u2019 experiences and expectations of children\u2019s transition to the first year of primary school after the COVID-19 pandemic<\/strong><\/h1>\n

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Lara Fridani<\/strong>, Universitas Negeri Jakarta, Indonesia(larafridani@gmail.com<\/a>)
Nurbiana Dhieni<\/strong>, Universitas Negeri Jakarta, Indonesia (dhieny.suriady@gmail.com<\/a>)
Sri Wulan<\/strong>, Universitas Negeri Jakarta, Indonesia (sri.wulan.paud@gmail.com<\/a>)<\/p>\n

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Background: <\/strong>Children\u2019s adaptation to the first year of primary school needs support, especially from families to manage their way in the process of transition. During the COVID-19 pandemic, most children in Indonesia had time away from school and were learning from home. Recently children have returned to school to learn face-to-face. As the transition to primary school is a demanding phase because of social, emotional, and intellectual factors, it needs parents\u2019 involvement to facilitate children learning at school.<\/p>\n\n

Aim:<\/strong> This qualitative study set out to explore parents\u2019 experiences and expectations related to children\u2019s transition to primary school. It also analysed parents\u2019 challenges in supporting children\u2019s transition.<\/p>\n\n

Method:<\/strong> Fifteen parents with children entering primary school were interviewed at a convenient time to provide information about their experiences in supporting their children\u2019s transition to cope with the learning and school routine after online learning due to the COVID-19 pandemic.<\/p>\n\n

Results:<\/strong> The results of this study found that parents had mixed feelings about sending their children to primary school and learning face-to-face. Parents expected that children would receive quality education, catch up learning, and have some friends at school. The findings also showed excitement as well as mothers\u2019 concerns about whether their children could optimally learn at school.<\/p>\n\n

Conclusions:<\/strong> The findings suggest different factors influence parents\u2019 expectations and feelings in facilitating children\u2019s transition to school after the COVID-19 pandemic.<\/p>\n\n

Implications for children and families:<\/strong> This study contributes to the urgency of family\u2019s engagement to support children\u2019s learning at school, especially during the first days of transition to primary school.<\/p>\n\n

Implications for practitioners:<\/strong> The results of this study provide knowledge for practitioners related to the importance of parents\u2019 and teachers\u2019 collaboration in supporting children\u2019s first days at primary school.<\/p>\n\n

Key words<\/strong>: children\u2019s transition, families\u2019 voices, parents\u2019 experiences, qualitative method<\/p>\n\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n\n