Transitions in early childhood: a look at parents' perspectives

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Harriette N. Bailey (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Judith Niemeyer

Abstract: This is a qualitative study that is interpretivist in nature and is designed to understand the complexities of early childhood transitions from the point of view of the study participants. This type of research also is used to further understand how participants' points of view influences their behaviors and interactions with early childhood professionals, both during and after transition processes are implemented (Maxwell, 2005). The knowledge gained from inquiring and exploring participant points of view allows researchers to focus on the meaning of particular behaviors and processes, in this case early childhood transition processes. The purpose is to answer this question: As professionals working with children with special needs and their families, how can we further explore families' perceptions of current transition practices and more meaningfully incorporate these findings into the development and implementation of federal regulations, best practices policies and procedures and community support of early childhood transitions? Eleven families of children experiencing transition from a Part C program in the southeastern United States were interviewed about their preparation for and experience during transition. These transition activities occurred after their child was two years, six months of age and before the age of three. Results revealed there is a systemic lack of information provided to families by early childhood professionals. Families were not aware that transition is not just a one-time event, but is a continuous process that occurs over time. Families were unclear as what types of and when activities should occur during the transition process. However, study results indicated that families were, in general, satisfied with early intervention (Part C) service coordination.

Additional Information

Publication
Dissertation
Language: English
Date: 2011
Keywords
Early Intervention, Family-centered, Professional Development, Transition
Subjects
Parents of children with disabilities $x Services for $z United States
Parents of developmentally disabled children $x Services for $z United States
Early childhood education $x Research $z United States