Duval, Stéphanie et Lehrer, Joanne
(2023).
« Parent and preschool teachers’ perceptions of the transition to school during the Covid-19 pandemic in Québec », dans 31st EECERA conference proccedings: Book of abstracts (31 st EECERA annual conference, Lisbonne, Portugal, 1 septembre 2023)
Fichier(s) associé(s) à ce document :
Résumé
This presentation describes results of a study on the transition to preschool (kindergarten) in Autumn, 2020, in Québec (Canada). Previous research on the transition has identified challenges related to communication between teachers and families (Perry et al., 2017). Research on the transition during the pandemic has identified additional challenges related to supporting children
(Bakopoulou, 2022). The project uses Rimm-Kaufmann & Pianta’s (2000) Ecological and Dynamic Model of Transition and Griebel & Nielsen’s (2013) Co-construction Model to understand relationships during the transition process and acknowledge the expertise of all actors. This mixed methods project involved online questionnaires regarding relationships, perceived facilitators, and challenges
that were completed by 295 parents (13 fathers) and 110 kindergarten teachers. Quantitative data were analyzed descriptively, and qualitative data were coded for themes. Both analyses were abductive (Anadón & Guillemette, 2006). All standard ethical procedures (e.g., university ethics review board approval) were followed. Participants accessed the questionnaire by following a hyperlink. The completion of the questionnaire led to implicit consent. All questions were answered anonymously and voluntarily. For most parents, the relationship and interactions experienced with their child (and their child's teacher) during the transition were positive. For the majority of the teachers, their relationships with children and parents had to be modified during this transition due
to health measures. Challenges mentioned by participants include communication difficulties, insufficient information, and limited opportunities for discussion. While results echo pre-pandemic research findings, adaptations during the pandemic can contribute to improving transition practices and parent-teacher communication post-pandemic.
RECHERCHER
PARCOURIR
LIBRE ACCÈS
