Transition to school for children with challenging behaviours : family/whānau and teachers' perspectives : a thesis presented in partial fulfilment of the requirements for the degree of Master in Educational Psychology at Massey University, Albany, New Zealand
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Date
2019
DOI
Open Access Location
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Massey University
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Abstract
Challenging behaviours are complex and are exhibited in a range of ways as a result of
many different personal and environmental factors. When a child who is already
predisposed to exhibiting these behaviours transitions from early childhood to primary
school, the new and unknown circumstances can add to those challenging behaviours
and create a negative experience for the children, families and teachers involved.
Upon reviewing existing literature on transitions to school, there is an apparent gap in
the literature on how to create a positive transition experience for children with
challenging behaviours, particularly in the New Zealand context. This study started to
address this gap by gaining the perspectives of parents and teachers on the transition
to school for children with challenging behaviours. Semi-structured interviews
involving 11 adults (parents, teachers/management) who were involved in
transitioning three children to school in the last 12-18 months were used to draw out
their voices. A qualitative approach within the framework of appreciative inquiry
placed positive experiences as the focus. This meant barriers were addressed as a
starting point for positive change. A thematic analysis was used to identify positive
factors and barriers to successful transitions. The findings of this research highlighted
that the building of positive, collaborative and trusting relationships, and open
communication within transition teams was at the centre of positive transition
practices, whether it be for children with challenging behaviours or for all children. The
study also highlighted the importance of ecological adaptations needed in both the
early childhood centres and schools for transitions to be effective. Children and
parents needed to be well prepared for what to expect when starting school. This drew
attention to the importance of bridging existing pedagogical gaps and gaps in policy
between early childhood education and primary school. As is common in the New
Zealand context, where Māori values such as aroha, whanaungatanga and
manaakitanga are well integrated into practice, the teachers in the study were
committed to providing children and their families with the best level of support
possible during their children’s transition. However, issues of funding, time and
professional expertise were identified as barriers. It is hoped that changes proposed
under the government’s Learning Support Action Plan (Ministry of Education, 2019)
will be a step in the right direction to address these barriers.
Description
Keywords
Problem children, Education (Elementary), New Zealand, Readiness for school, Early childhood education, Parents, Teachers, Attitudes