Supported Playgroups in Schools: Bonding and Bridging Family Knowledge about Transition to Formal Schooling

Autor/inn/en	McLean, Karen; Edwards, Susan; Evangelou, Maria; Lambert, Pamela
Titel	Supported Playgroups in Schools: Bonding and Bridging Family Knowledge about Transition to Formal Schooling
Quelle	In: Cambridge Journal of Education, 48 (2018) 2, S.157-175 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McLean, Karen) ORCID (Edwards, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2016.1268569
Schlagwörter	Foreign Countries; Early Childhood Education; Play; Group Activities; School Readiness; Social Capital; Caregiver Attitudes; Parent Participation; Transitional Programs; Focus Groups; Semi Structured Interviews; Coding; Interpersonal Relationship; Friendship; Attachment Behavior; Surveys; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Gruppenaktivität; Readiness for school; School ability; Schulreife; Sozialkapital; Elternmitwirkung; Codierung; Programmierung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Freundschaft; Attachment; Bindungsverhalten; Survey; Umfrage; Befragung; Australien
Abstract	Supported Playgroups in Schools (SPinS) are a new initiative in the Australian early childhood education landscape. SPinS are playgroups hosted by a playgroup coordinator co-located on a local school site. Research has identified positive benefits of playgroup participation for children and families. However, little is known about the potential for SPinS to contribute to families' knowledge about transition to formal schooling. This paper uses the social capital concepts of 'bonding' and 'bridging' to examine caregivers' perspectives on their participation in a SPinS with potential to build parental knowledge about their child's transition to formal schooling. Three main elements of caregivers' participation in SPinS with such potential are identified, and these elements are mapped into a continuum of low-to-high bonding and bridging relationships to illustrate the potential for SPinS to contribute to the development of increased knowledge about transition to formal schooling by families of young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01