Skip to main content
SpringerLink
Log in

Partnering in the Periphery

  • Chapter
  • First Online:
Families and Transition to School

Abstract

In this chapter data from a wider project that examined adult relationships as children make the transition to school is shared. It is argued that whilst it is important that educators and families work together to support children through the transition process, that this can be achieved in various ways. Data presented in this chapter demonstrates how a preschool educator and primary school educator came together with families to support children’s learning as they made the move to school. Whilst the families and educators did not work in what might be described as a “traditional partnership model” they were still able to come together to support the mathematical learning of children. This chapter details this process and offers a different way to conceptualise how families and educators might work together to support the learning of children as they make the transition to school. The chapter concludes by offering suggestions for future research.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ahtola, A., Silinskas, G., Poikoken, 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, 295–302.

    Article  Google Scholar 

  • Allen, J. (2009). Effective home-school communication. Family Involvement Network of Educators (FINE) Newsletter, 1(1). http://www.hfrp.org/family-involvement/publications-resources/effective-homeschool-Communication. Accessed 13 Jan 2016.

  • Anderson, I. (2009). Mapping the cultural interface. Postcolonial Studies, 12(2), 261–267.

    Article  Google Scholar 

  • Australian Bureau of Statistics. (2013). Socio-economic Indexes for Areas (SEIFA) 2011. http://www.abs.gov.au/websitedbs/censushome.nsf/home/seifa2011?opendocument&navpos=260. Accessed 13 Jan 2016.

  • Boethel, M. (2003). Diversity: School, family and community connections: Annual synthesis (pp. 1–90). Austin: National Center for Family and Community Connections with Schools.

    Google Scholar 

  • Burgess-Limerick, T., & Burgess-Limerick, R. (1998). Conversational interviews and multiple-case research in psychology. Australian Journal of Psychology, 50(2), 63–70.

    Article  Google Scholar 

  • Christenson, S. L., & Sheridan, S. M. (2001). School and families: Creating essential connections for learning. New York: The Guildford Press.

    Google Scholar 

  • Daniel, G. (2011). Family–school partnerships: Towards sustainable pedagogical practice. Asia–Pacific Journal of Educator Education, 39(2), 165–176.

    Google Scholar 

  • Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford: Stanford University, Stanford Educational Leadership Institute.

    Google Scholar 

  • Deslandes, R. (2001). A bridge to the future – Collaboration between parents, schools and communities. In F. Smit, K. van der Wolf & P. Sleegers (Eds.), ERNAPE 2001 Conference. ITS Stitchting Katholieke Universiteit to Nijmegen NL. http://www.its.kun.nl/web/publikaties/pdf-files/rapporten/aBridgetothefuture.pdf. Accessed 13 Oct 2015.

  • Dockett, S., Perry, B., & Kearney, E. (2012). Family transitions as children start school. Family Matters, 90, 57–67.

    Google Scholar 

  • Dunst, C. J., Johanson, C., Rounds, T., Trivette, C. M., & Hamby, D. (1992). Characteristics of parent professional partnerships. In S. L. Christenson & J. C. Conoley (Eds.), Home-school collaboration : Enhancing children’s academic and social competence (pp. 157–174). Maryland, The National Association of School Psychologists.

    Google Scholar 

  • Educational Transitions and Change (ETC) Research Group. (2011). Transition to school: Position statement. Albury–Wodonga: Research Institute for Professional Practice, Learning and Education, Charles Sturt University.

    Google Scholar 

  • Epstein, J. L. (1987). Towards a theory of family–school connections: Educator practices and parent involvement. In K. Hurrelmann, F. X. Kaufmann, & F. Lasel (Eds.), Social intervention: Potential and constraints (pp. 121–136). New York: Walter de Gruyter.

    Google Scholar 

  • Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.

    Google Scholar 

  • Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Boulder: Westview Press.

    Google Scholar 

  • Epstein, J. L., & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. F. Conrad & R. Serlin (Eds.), SAGE Handbook for research in education: Engaging ideas and enriching inquiry (pp. 117–137). Thousand Oaks: SAGE.

    Google Scholar 

  • Fantuzzo, J., McWayne, C., Perry, M., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467–480.

    Google Scholar 

  • Galindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27, 90–103.

    Article  Google Scholar 

  • Gillanders, C., McKInney, M., & Ritchie, S. (2012). What kind of school would you like for your children? Exploring minority mothers’ beliefs to promote home–school partnerships. Early Childhood Education Journal, 40(5), 285–294.

    Article  Google Scholar 

  • Herrington, J., McKenney, S., Reeves, T., & Oliver, R. (2007). Design-based research and doctoral students: Guidelines for preparing a dissertation proposal. World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 4089–4097.

    Google Scholar 

  • Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(3), 3–42.

    Article  Google Scholar 

  • Kaiser, A., & Trent-Stainbrook, A. (2010). Family-school partnerships and communication Interventions for young children with disabilities. In A. Kaiser & A. Trent Stainbrook (Eds.), Handbook of family-school partnerships (pp. 287–312). Oxon: Routledge.

    Google Scholar 

  • Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267–298.

    Article  Google Scholar 

  • Melhuish, E., Phan, M., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95–114.

    Article  Google Scholar 

  • Nakata, M. (2002). Indigenous knowledge and the cultural interface: Underlying issues at the intersection of knowledge and information systems. IFLA Journal, 28(5-6), 281–291. doi:10.1177/034003520202800513.

    Article  Google Scholar 

  • Nakata, M. (2007). The cultural interface. Australian Journal of Indigenous Education, 36(Supplementary), 7–14. http://search.informit.com.au/documentSummary;dn=903053619367156;res=IELHSS. Accessed 14 Dec 2015.

  • Rosenberg, H., Lopez, M. E., & Westmoreland, H. (2009). Family engagement: A shared responsibility. Family Involvement Network of Educators (FINE) Newsletter, 1(4). http://www.hfrp.org/publications-resources/browse-our-publications/family-engagement-a-shared-responsibility. Accessed 13 Oct 2015.

  • Siraj-Blatchford, I. (2010). Learning in the home and at school: How working class children succeed ‘against the odds’. British Educational Research Journal, 36(3), 463–482.

    Article  Google Scholar 

  • Siraj-Blatchford, I., Muttock, S., Sylva, K., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years. London: Department for Education and Skills.

    Google Scholar 

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (Eds.). (2010). Early childhood matters: Evidence from the Effective Preschool and Primary Education project. London: Routledge.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Swinburne University of Technology, Melbourne, VIC, Australia

    Wendy Goff

Authors
  1. Wendy Goff
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Wendy Goff .

Editor information

Editors and Affiliations

  1. School of Education, Charles Sturt University, Albury-Wodonga, Australia

    Sue Dockett

  2. State Institute of Early Childhood Research (IFP), Munich, Germany

    Wilfried Griebel

  3. School of Education, Charles Sturt University, Albury-Wodonga, Australia

    Bob Perry

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Goff, W. (2017). Partnering in the Periphery. In: Dockett, S., Griebel, W., Perry, B. (eds) Families and Transition to School. International Perspectives on Early Childhood Education and Development, vol 21. Springer, Cham. https://doi.org/10.1007/978-3-319-58329-7_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-58329-7_14

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-58327-3

  • Online ISBN: 978-3-319-58329-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation