Transition to school process of children with disadvantages: A literature review

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DOI:

https://doi.org/10.37291/2717638X.202231106

Keywords:

Transition, Primary school, Additional support, Children with disadvantage, Literature review

Abstract

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.

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Published

2022-02-17

How to Cite

Kaplan, G., Mart, S., & Diken, İbrahim H. (2022). Transition to school process of children with disadvantages: A literature review. Journal of Childhood, Education & Society, 3(1), 28–47. https://doi.org/10.37291/2717638X.202231106