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2015, Volume 18, Research Articles

Supported playgroup located on school grounds: Developing family relationships within a school environment to support children’s transition to school

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Full reference
Knaus, M. & Warren, J. (2015). A supported playgroup located on school grounds: Developing family relationships within a school environment to support children’s transition to school. NZ Research in Early Childhood Education Journal, 18, 20- 36.

 

Original Research

A supported playgroup located on school grounds: Developing family relationships within a school environment to support children’s transition to school

Marianne Knaus and Judy Warren
Edith Cowan University, Perth, Australia 

Abstract

Children in the early years of life face many changes and transitions and the provision of a supported playgroup on a school site enables the continuity of early childhood programmes and offers a pathway for a smooth transition to the school environment. Research has shown that when children from disadvantaged families participate in playgroups, better social and emotional outcomes are realised. The findings of this research offer insights into the importance of the formation of relationships between parents, children and the school community when transitioning children to school.

Key words: Playgroup; transition to school; disadvantaged children.

 


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