Transition to school process of children with disadvantages: A literature review
Keywords:Transition, Primary school, Additional support, Children with disadvantage, Literature review
Transition to school can be described as an opportunity for children to experience a new social and educational environment. However, it also includes a loss of security area and fear of the journey into the unknown and it can be more difficult for children with disadvantages and their families. It is necessary to address the recent studies conducted on this period, in order to present different perspectives and to determine the tendency of the studies carried out on the transition to primary school in the current literature. In this way, it is possible to look at the transition to school for children with disadvantages from a broad perspective. The aim of this study is to review the research that addresses the transition process of children with disadvantages to primary school. Following the inclusion and exclusion processes carried out in this context, 15 studies related to the subject were examined and the studies were analyzed descriptively. According to the findings, it is seen that the studies mostly focus on revealing the existing situation. The findings of the studies examined in this context are interpreted under the themes of (a) factors affecting the transition of children, (b) problems experienced in the transition, (c) collaboration in the transition, and (d) advices for the process. Findings reveal the importance of each individual in a community at the same risk having their own characteristics, and of considering individual differences while addressing cultural differences. It is thought that new research is needed to improve the transition in terms of inclusivity.
Ahtola, A., Silinskas, G., Poikonen, P. L., Kontoniemi, M., Niemi, P., & Nurmi, J. E. (2011). Transition to formal schooling: Do transition practices matter for academic performance?. Early Childhood Research Quarterly, 26(3), 295-302. DOI: https://doi.org/10.1016/j.ecresq.2010.12.002
Amelina, A. (2010). Searching for an appropriate research strategy on transnational migration: The logic of multi-sited research and the advantage of the cultural interferences approach. Forum: Qualitative Social Research, 11(1), 1-21.
Ames, P. (2012). Language, culture and identity in the transition to primary school: Challenges to indigenous children's rights to education in Peru. International Journal of Educational Development, 32(3), 454-462. DOI: https://doi.org/10.1016/j.ijedudev.2011.11.006
Atkinson, S. J., Takriti, R. A., & Elhoweris, H. (2021). Teachers’ perceptions of successful transition to school for children with and without Downs Syndrome in the UAE and England. Education, 49(7), 860-871. DOI: https://doi.org/10.1080/03004279.2020.1809489
Babbie, E (2004). The practice of social research. Thomson/Wadsworth.
Becker, B. E., & Luthar, S. S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational psychologist, 37(4), 197-214. DOI: https://doi.org/10.1207/S15326985EP3704_1
Bell‐Booth, R., Staton, S., & Thorpe, K. (2014). Getting there, being there, staying and belonging: A case study of two indigenous Australian children's transition to school. Children & Society, 28(1), 15-29. DOI: https://doi.org/10.1111/j.1099-0860.2012.00441.x
Belsky, J. & Beaver, K. (2011). Cumulative-genetic plasticity, parenting adolescent self-regulation. Journal of Child Psychology and Psychiatry, 52(5), 619-626. DOI: https://doi.org/10.1111/j.1469-7610.2010.02327.x
Bennett, J. (2013). A response from the co-author of ‘a strong and equal partnership”. In P. Moss (Ed.), Early Childhood and Compulsory Education: Reconceptualising the relationship (pp. 52-71). Routledge.
Carmody, K. A., Haskett, M. E., Loehman, J., & Rose, R. A. (2015). Physically abused children’s adjustment at the transition to school: Child, parent, and family factors. Journal of Child and Family Studies, 24(4), 957-969. DOI: https://doi.org/10.1007/s10826-014-9906-7
Caruana, E. J., Roman, M., Hernández-Sánchez, J., & Solli, P. (2015). Longitudinal studies. Journal of Thoracic Disease, 7(11), 537–540.
Chang, H., Shelleby, E. C., Cheong, J., & Shaw, D. S. (2012). Cumulative risk, negative emotionality, and emotion regulation as predictors of social competence in transition to school: A mediated moderation model. Social Development, 21(4), 780-800. DOI: https://doi.org/10.1111/j.1467-9507.2011.00648.x
Chun, W. N. (2003) A study of children's difficulties in transition to school in Hong Kong. Early Child Development and Care, 173(1), 83-96. DOI: https://doi.org/10.1080/0300443022000022440
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th Ed.). Routledge. DOI: https://doi.org/10.4324/9781315456539
Correira, K., & Marques-Pinto, A. (2016). Adaptation in the transition to school: Perspectives of parents, preschool and primary school teachers. Educational Research, 58(3), 247-264. DOI: https://doi.org/10.1080/00131881.2016.1200255
Corsaro, W. A., & Molinari, L. (2000). Priming events and Italian children's transition from preschool to elementary school: Representations and action. Social Psychology Quarterly, 63(1), 16-33. DOI: https://doi.org/10.2307/2695878
Dahlberg, G., & Taguchi, H. L. (1994, September 1-3). Pre-school and School: the encounter of two different traditions and a vision of a possible setting of a fruitful and creative interaction [oral presentation]. Settings in Interaction: Research and Implications. 4th Annual Conference of the EECERA on the Quality of Early Childhood Education, Goteburg, Sweden. https://files.eric.ed.gov/fulltext/ED394617.pdf
Denzin, N. K. (2009). The research act: A theoretical introduction to sociological methods. Routledge.
Dockett, S., & Perry, B. (2004). What makes a successful transition to school? Views of Australian parents and teachers. International Journal of Early Years Education, 12(3), 217-230. DOI: https://doi.org/10.1080/0966976042000268690
Dockett, S., Dunlop, A.-W., Einarsdóttir, J., Garpelin, A., Graue, B., Harrison, L., Lam, M.S.M., Mackenzie, M., Margetts, g., Murray, E., Perry, B., Peters, S., Petriwskyj, A., & Turunen, T. (2014). Transition to school: Position statement. Charles Sturt University.
Einarsdóttir, J., Perry, B., & Dockett, S. (2008). Transition to school practices: Comparisons from Iceland and Australia. Early Years, 28(1), 47-60. DOI: https://doi.org/10.1080/09575140801924689
Fontil, L., & Petrakos, H. H. (2015). Transition to school: The experiences of Canadian and immigrant families of children with autism spectrum disorders. Psychology in the Schools, 52(8), 773-788. DOI: https://doi.org/10.1002/pits.21859
Frostad, P., & Pijl, S. J. (2006). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22(1), 15-30. DOI: https://doi.org/10.1080/08856250601082224
Gambaro, L. Stewart, K., & Waldfogel, J. (2014). Introduction. In L. Gambraro, K. Stewart, & J. Waldfogel (eds.), An equal start? Providing quality early education and care for disadvantaged children. (pp.1-29). Policy Press. DOI: https://doi.org/10.46692/9781447310532.001
Graue, E. (2006). The answer is readiness- Now what is the question?. Early Education and Development, 17(1), 43-56. DOI: https://doi.org/10.1207/s15566935eed1701_3
Helm, A. F., McCormick, S. A., Deater-Deckard, K., Smith, C. L., Calkins, S. D., & Bell, M. A. (2019). Parenting and children’s executive function stability across transition to school. Infant and Child Development, 29(1), 1-19. https://doi.org/10.1002/icd.2171 DOI: https://doi.org/10.1002/icd.2171
Individuals with Disabilities Education Improvement Act. Public L. No. 108-446, 46 Stat. 1487 (2004). https://www.govinfo.gov/content/pkg/PLAW-108publ446/pdf/PLAW-108publ446.pdf
Jackson, K. F. (2009). Building cultural competence: A systematic evaluation of the effectiveness of culturally sensitive interventions with ethnic minority youth. Children and Youth Services Review, 31(11), 1192-1198. DOI: https://doi.org/10.1016/j.childyouth.2009.08.001
Kırat, E., & Güven, B. (2021). Examination of classroom teachers views on transition from preschool to primary school and inter-institutional cooperation (example of Canakkale province). Route Educational & Social Science Journal, 8(2), 167-182. DOI: https://doi.org/10.17121/ressjournal.2917
Knopf, H. T., & Swick, K. J. (2007). How parents feel about their child's teacher/school: Implications for early childhood professionals. Early Childhood Education Journal, 34(4), 291–296. DOI: https://doi.org/10.1007/s10643-006-0119-6
Ladd, G. W., & Price, J. M. (1987). Predicting children's social and school adjustment following the transition from preschool to kindergarten. Child development, 58(5), 1168-1189. DOI: https://doi.org/10.2307/1130613
LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten. Early Childhood Research Quarterly, 23(1), 124-139. DOI: https://doi.org/10.1016/j.ecresq.2007.06.001
McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early childhood research quarterly, 21(4), 471-490. DOI: https://doi.org/10.1016/j.ecresq.2006.09.003
McIntyre, L. L., Blacher, J., & Baker, B. L. (2006). The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual Disability Research, 50(5), 349-361. DOI: https://doi.org/10.1111/j.1365-2788.2006.00783.x
McTaggart, P., & Sanders, M. R. (2003). The transition to school project: Results from the classroom. Australian e-Journal for the Advancement of Mental Health, 2(3), 144-155. DOI: https://doi.org/10.5172/jamh.2.3.144
Milli Eğitim Bakanlığı (2018, 7th July). Offical Gazette (30471). https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
Moss, P., & Bennett, J. (2006, 26 September). Toward a new pedagogical meeting place? Bringing early childhood into the education system. Briefing paper for a Nuffield Educational Seminar. https://childcarecanada.org/sites/default/files/Bennett%20and%20Moss%20(2006)%20Towards%20a%20pedagogical%20meeting%20place.pdf
Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evidence-Based Nursing, 22(3), 67-68. DOI: https://doi.org/10.1136/ebnurs-2019-103145
O’Kane, M., & Hayes, N. (2006). The transition to school in Ireland: Views of preschool and primary school teachers. International Journal of Transitions in Childhood, 2(1), 4-17.
Organisation for Economic Co-operation and Development. (2002). Educational Policy Analysis. Organisation for Economic Co-operation and Development.
Petani, R., & Barišić, N. (2021, July 5-6). Cooperation of parents and preschool institutions in preparing children for school [paper presentation].13th International Conference on Education and New Learning Technologies, Online conference. DOI: https://doi.org/10.21125/edulearn.2021.0632
Peters, S. (2010). Literature review: Transition from early childhood education to school. Report to the Ministry of Education. The University of Waikato.
Petrakos, H. H., & Lehrer, J. S. (2011). Parents' and teachers' perceptions of transition practices in kindergarten. Exceptionality Education International, 21(2), 62-73. DOI: https://doi.org/10.5206/eei.v21i2.7676
Petriwskyj, A. (2013). Pedagogies of inclusive transition to school. Australasian Journal of Early Childhood, 38(3), 45-55. DOI: https://doi.org/10.1177/183693911303800307
Petriwskyj, A., Thorpe, K., & Tayler, C. (2005). Trends in construction of transition to school in three western regions, 1990–2004. International Journal of Early Years Education, 13(1). 55-69. DOI: https://doi.org/10.1080/09669760500048360
Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S. E., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s Kindergarten Transition Intervention. Early Childhood Research Quarterly, 16(1), 117-132. DOI: https://doi.org/10.1016/S0885-2006(01)00089-8
Pianta, R. C., Rimm-Kaufman, S. E., & Cox, M. J. (1999). An ecological approach to conceptualizing the transition to kindergarten. In R. C. Pianta, & M. J. Cox (Eds.), The transition to kindergarten (pp. 317-324). Brookes Publishing.
Resnicow, K. Soler, R. Braithwaite, R. L., Ahluwalia, J. S., & Butler, J. (2000). Cultural sensitivity in substance use prevention. Journal of Community Psychology, 28(3), 271-290. DOI: https://doi.org/10.1002/(SICI)1520-6629(200005)28:3<271::AID-JCOP4>3.0.CO;2-I
Riddell, S. & Weedon, E. (2016). Additional support needs policy in Scotland: challenging or reinforcing social inequalities? Discourse: Studies in the cultural politics of education, 37(4), 496-512. DOI: https://doi.org/10.1080/01596306.2015.1073012
Rogers, S. (2018). ‘She thinks her toys don’t understand Romanian’: Family engagement with children’s learning during the transition to school. European Early Childhood Education Research Journal, 26(2), 177-186. DOI: https://doi.org/10.1080/1350293X.2018.1441986
Rous, B., Myers, C. T., & Stricklin, S. B. (2007). Strategies for supporting transitions of young children with special needs and their families. Journal of Early Intervention, 30(1), 1-18. DOI: https://doi.org/10.1177/105381510703000102
Sakellariou, M., & Sivropoulou, I. (2010). Family and kindergarten cooperation within the framework of children’s transition from kindergarten to primary school. International Journal of Interdisciplinary Social Sciences, 5(4), 345-359. DOI: https://doi.org/10.18848/1833-1882/CGP/v05i04/51682
Sanagavarapu, P. (2010). Children's transition to school: Voices of Bangladeshi parents in Sydney, Australia. Australasian Journal of Early Childhood, 35(4), 21-29. DOI: https://doi.org/10.1177/183693911003500404
Sanagavarapu, P. (2017). Young children’s knowledge of food allergy and transition to school. Cogent Education, 4(1), 1-12. DOI: https://doi.org/10.1080/2331186X.2017.1304617
Sanagavarapu, P. (2018). Experiences and support needs of mothers of children with food allergy during the transition to school. Early Childhood Education Journal, 46, 1-12. DOI: https://doi.org/10.1007/s10643-017-0880-8
Sanagavarapu, P., Said, M., Katelaris, C., & Wainstein, B. (2016). Transition to school anxiety for mothers of children with food allergy: Implications for educators. Australasian Journal of Early Childhood, 41(4), 115-122. DOI: https://doi.org/10.1177/183693911604100414
Schischka, J., Rawlinson, C., & Hamilton, R. (2012). Factors affecting the transition to school for young children with disabilities. Australasian Journal of Early Childhood, 37(4), 15-23. DOI: https://doi.org/10.1177/183693911203700403
Seabra-Santos, M., Major, S., Patras, J., Pereira, M., Pimentel, M., Baptista, E., Cruz, F., Santos, M., Homem, T., Azevedo, A. F. & Gaspar, M. F., (2021). Transition to primary school of children in economic disadvantage: Does a preschool teacher training program make a difference? Early Childhood Education Journal, online first articles, 1-11. DOI: https://doi.org/10.1007/s10643-021-01240-y
Silva, J. L., Komatsu, A. V., Zequinao, M. A., Pereira, B. O., Wang, G. Y &, Silva, M. A. (2019). Bullying, social skills, peer acceptance, and friendship among students in school transition. Estudos de Psicologia (Campinas), 36(1), 1-10. DOI: https://doi.org/10.1590/1982-0275201936e180060
Skouteris, H., Watson, B., & Lum, J. (2012). Preschool children’s transition to formal schooling: The importance of collaboration between teachers, parents and children. Australasian Journal of Early Childhood, 37(4), 78-85. DOI: https://doi.org/10.1177/183693911203700411
Slotnick, R. C., & Janesick, V. J. (2011). Conversations on method: Deconstructing policy through the researcher reflective journal. Qualitative Report, 16(5), 1352-1360.
Stebbins, R. A. (2001). Exploratory research in the social sciences: Qualitative research methods series 48. Sage Publications. DOI: https://doi.org/10.4135/9781412984249
Stephen, C., & Cope, P. (2003). An inclusive perspective on transition to primary school. European Educational Research Journal, 2(2), 262-276. DOI: https://doi.org/10.2304/eerj.2003.2.2.5
United Nations Educational, Scientific and Cultural Organization. (2010). Educational marginalization across developed and developing countries. https://unesdoc.unesco.org/ark:/48223/pf0000186608
Vermaes, I. P. R. Janssens, J. M. A M., Bosman, A. M. T. & Gerris, J. R. M. (2005). Parents’ psychological adjustment in families of children with Spina Bifida: a meta-analysis. BMC Pediatrics, 5(32), 1-13. DOI: https://doi.org/10.1186/1471-2431-5-32
Visković, I. (2018). Transition processes from kindergarten to primary school. Croatian Journal of Education, 20(3), 51-75. https://doi.org/10.15516/cje.v20i0.3326 DOI: https://doi.org/10.15516/cje.v20i0.3326
Walker, S., Dunbar, S., Meldrum, K., Whiteford, C., Carrington, S., Hand, K., Berthelsen, & Nicholson, J. (2012). The transition to school of children with developmental disabilities: Views of parents and teachers. Australasian Journal of Early Childhood, 37(3), 22-29. DOI: https://doi.org/10.1177/183693911203700304
Wolke, D., Woods, S., Bloomfield, L., & Karstadt, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. Journal of Child Psychology and Psychiatry, 41(8), 989–1002. DOI: https://doi.org/10.1111/1469-7610.00687
Woodhead,M., & Moss,P. (2007). Early childhood and primary education: Transitions in the lives of young children. early childhood in focus 2. Open University. http://oro.open.ac.uk/16667/1/ECiF2.DAT.pdf
Yıldırım Hacıibrahimoğlu, B., & Kargın, T. (2017). Determining the difficulties children with special needs experience during the transition to primary school. Educational Sciences: Theory & Practice, 17(5), 1487-1524.
How to Cite
Copyright (c) 2022 Journal of Childhood, Education & Society
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial: You may not use the material for commercial purposes.
NoDerivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.
Author(s) must confirm that Journal of Childhood, Education & Society retains all the copyrights unconditionally and indefinitely to distribute the articles published by Journal of Childhood, Education & Society.