Abstract
ABSTRACT A successful school start is possible with a long and collaborative transition process. In this action research, the one-week transition program in preschool education in Turkey was extended to 8 months and supported with teacher–parent communication to examine children’s transition experiences during the process. The data were collected from 23 Turkish and 2 Syrian children and their families through observation, interview and document analysis and administered to content analysis. The Turkish children were observed to start preschool education more willingly establishing positive relationships with their teachers and peers, while the Syrian children experienced more adaptation problems due to language barriers.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
