This exploratory, psychosocial study looks at what it means to be ‘school ready’ to the parents of children eligible for Pupil Premium funding, in a mainstream inner London primary school. Existing research exploring the topic of school readiness and transition to primary school remains predominantly in international territories. Furthermore, there is paucity of rich, qualitative accounts of parental views and experiences, despite the vital role parents play in supporting their child's education. A psychoanalytically informed approach, Free Association Narrative Interviewing (FANI), was used to interview three participants twice. The interview data was analysed using Thematic Analysis. The five themes identified are discussed in relation to existing research and psychological theory. The implications for the Educational Psychology profession, as well as for schools and other professionals, have been explored. Limitations of the current study, and thoughts about future research are considered.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:723950 |
| Date | January 2017 |
| Creators | Soares, Rachel |
| Publisher | University of Essex |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://repository.essex.ac.uk/20398/ |
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