Parents’ ideal type approaches to early education pathways: life stories from Sweden
| Autor: | Annika Axelsson, Margareta Sandström, Johanna Lundqvist |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Bioecological model
life story Quantitative content analysis Special education preschool lcsh:Education (General) Ideal type Human development (humanity) Education Developmental psychology Social Content analysis Developmental and Educational Psychology ideal types Special educational needs parents’ views parents’ views bioecological content analysis preschool life story transitions ideal types lcsh:L7-991 Psychology transitions Sosyal bioecological content analysis |
| Zdroj: | Volume: 11, Issue: 1 64-79 International Journal of Early Childhood Special Education International Journal of Early Childhood Special Education, Vol 11, Iss 1, Pp 64-79 (2019) |
| ISSN: | 1308-5581 |
| DOI: | 10.20489/intjecse.585453 |
| Popis: | In this study, parents told their story about their children; their children’s preschool and preschool class; their children’s educational transitions; and their own cooperation with staff. The views of parents (N=27) were collected by way of life story interviews. The bioecological model for human development was adopted as a theoretical, conceptual and analytical frame. A qualitative bioecological content analysis and a quantitative content analysis were performed. More than half of the children were described as typical in terms of development, while a few were described as being gifted and talented by their parents, and about a third had special educational needs. More preschools than preschool classes were considered to be high in quality, and more preschool-home collaboration than preschool class-home collaboration was felt to be high in quality. The following ideal type approaches of the parents emerged: (1) involved and concerned parents; (2) involved but unconcerned parents; and (3) uninvolved and unconcerned parents. The number of involved and concerned parents increased from preschool to preschool class. This study has relevance for preschool and preschool class teachers, special educators, policy-makers and researchers in inclusive and special education. |
| Databáze: | OpenAIRE |
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