Transition to Being Parents of a School-Child: Parental Perspective on Coping of Parents and Child Nine Months After School Start

  • Wilfried GriebelEmail author
  • Andreas Wildgruber
  • Andrea Schuster
  • Julia Radan
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 21)


The interest in educational success of children in early childhood institutions and school requires attention to the cooperation of all stakeholders. In the tradition of a psychological transition approach, in our study we explored the perspectives of parents on their own transition to being parents of a school child and their participation in transition-related activities that they experienced as a support for themselves. Parents were interviewed by the end of nursery time and 9 months after school had started. There were two groups of parents identified, the first being those who coped well, the second, much smaller one being those who said that they had not done well with transition. Results point out that feelings of self-assurance and well-being as parents of a school-child, feeling supported and informed by school, quality of contact with teacher, and participation in school life make a difference between a positive and a more difficult transition. A deepened understanding of the parents’ perspective seems useful for quality of interaction with ECEC and school and for a working relationship in transition management.


Start School Parative Perspective Nursery Time Negative Coping Positive Coping 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Wilfried Griebel
    • 1
    Email author
  • Andreas Wildgruber
    • 1
  • Andrea Schuster
    • 1
  • Julia Radan
    • 1
  1. 1.State Institute of Early Childhood Research (IFP)MunichGermany

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