Abstract
Our main focus is the analysis of familial resources and strengths in terms of education and care within the wider context of policies and practices that pose challenges to families in their contact with the public educational system. First of all, we analyse three key concepts. They define the ways in which family can be seen as an educational environment of its own, and how institutions address families with specific demands. Against the background of empirical studies, we argue that little knowledge exists around how families deal in practice with the expectations placed upon them in their daily lives. The results of our study will help to close this gap by reconstructing how the process of transition to school is shaped by the family, and how its relation to the school has a deep impact on the family. Finally, we argue for differentiation within the empirical and theoretical modelling of the transition process.
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Notes
- 1.
In the American context we find comparable terms such as “overlapping spheres of influence” (Epstein et al. 2009).
- 2.
The term refers to the two poles of education typical in the German context: “Erziehung” for upbringing or training and “Bildung” for education. In English-speaking contexts we find comparable terms such as “parent participation” or “family involvement” (Grant and Ray 2015).
- 3.
The project is based at the University of Osnabrück. It is running from 2014 to 2017 and is financed by the DFG, the German Research Foundation. The project is led by Dominik Krinninger, and the project staff are Kaja Kesselhut and Richard Sandig. Marc Schulz is a cooperating partner in the project.
- 4.
This is, at the same time, also an artefact of our specific sample.
- 5.
See also Dockett et al. (2012) on this gap in support for families in need of assistance.
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Krinninger, D., Schulz, M. (2017). Connected Dynamics: Theoretical and Empirical Perspectives on Family Life and the Transition to School. 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_7
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