Transition to early childhood education: Parents' use of coping strategies in dealing with children's adjustment difficulties in Hong Kong

Transition to early childhood education: Parents' use of coping strategies in dealing with children's adjustment difficulties in Hong Kong

• Lam, Mei Seung Michelle The Hong Kong Institute of Education

Australasian Journal of Early Childhood, 39(3), 111-120, 2014

Early Childhood Australia Inc.

2014

• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Kindergarten Transition School Australia Preschool

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

THE TRANSITION FROM HOME to early childhood education can be stressful for both children and parents. How parents cope with this potentially stressful event affects both the children's adaptation and the parents' lives during the preschooler stage of the family lifecycle. This paper examines how parents respond to their children's adjustment difficulties, particularly a reluctance to attend school, by examining the coping strategies of 29 Hong Kong parents. The parents expressed different kinds of negative emotions regarding their children's reluctance to go to school due to various adjustment difficulties. Parents' coping strategies can be classified as planful coping, seeking social support, accepting responsibilities, distancing, self-controlling and positive reappraisal according to Folkman and Lazarus's Ways of Coping (WOC) framework. The implications of these strategies for how early childhood professionals can support parents are discussed.
[Copyright © 2014 Early Childhood Australia Inc.]

• English

Journal Articles

• 18369391

https://bibliography.lib.eduhk.hk/en/bibs/16af8b65

2015-06-23