An exploration of parents’ anxieties to their children transferring from infant to junior school

Newsham, April (2013) An exploration of parents’ anxieties to their children transferring from infant to junior school. BA dissertation, University of Portsmouth.

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    The purpose of this study was to investigate parents’ anxieties during their children’s transition from infant to junior school. Transition is considered an important time for both parents and children, and the role parents play is seen as central to child development and the nurturing of certain competencies deemed necessary for the child to cope with the demands placed upon them at this time.

    The review of literature has revealed the complexities associated with the parent-child relationship as well as the ecological influences that contribute towards the success or failure of transition. The outcome of which can have long-term implications for the child, and in particular for children considered vulnerable during this process.

    The primary data for this study was collected by questionnaire format from 83 parents of infant school children who attended a new intake meeting and from year 3 children who had just experienced the transition process. In the absence of any identifiable research which explores the views of parents of children transferring to junior school, the results of the study were triangulated with existing research and literature covering primary and secondary phases of transition to identify any similarities or disparities.

    Key findings of the study found that apart from the influences of parents and families, high quality pre-school and home learning were important to the success. The main focus of the issues related to social/emotional aspects of transition, with parents highlighting concerns with their child’s self-esteem, confidence and age. However, a common theme between both groups identified friendship as an important factor for support during the adjustment to a new school. Finally, the involvement of parents during the transition process was seen as fundamental to the development of the existing transition programme within this setting.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Alice Bentley
    Date Deposited: 16 Jul 2015 14:23
    Last Modified: 16 Jul 2015 14:23

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