The study aimed to explore the perceptions of primary caregivers as they manage their child’s transition to kindergarten. The study used a mixed-methods explanatory sequential design consisting of two phases. In phase 1, 64 primary caregivers of children transitioning to kindergarten completed the Kindergarten Caregiver Perceptions survey. Phase 1 participants were recruited from K-Camp, a program designed to support families and children during the transition. Descriptive statistics were analyzed to identify the concerns of caregivers, investigate their desired information and support, examine their involvement in transition activities, and understand caregivers’ perceived level of self-efficacy in managing their child’s transition to kindergarten. Additionally, quantitative data was used to analyze the relationship between caregivers’ previous experience managing the transition, their feelings toward school, and their concerns, involvement, and self-efficacy in managing their child’s transition to kindergarten. Phase 2 participants were selected using maximum variation sampling from phase 1. Six caregivers participated in one-on-one interviews about their perceptions of their child’s transition, focusing on their experiences, self-efficacy in managing their child’s transition, involvement, and the impact of COVID-19 on their child’s readiness for kindergarten. Quantitative findings imply that caregivers have few concerns regarding their child’s transition to kindergarten; desire information that relates to kindergarten expectations to help in preparation efforts; are more likely to be involved in low-intensity, whole-group transition activities; and are less likely to be involved in individualized transition support practices. In general, caregivers feel confident and supported as they manage their child’s transition to kindergarten. Statistical analyses revealed a significant negative correlation between caregivers’ previous experience and their concerns, as well as a significant positive correlation between caregivers’ previous experience and self-efficacy and between caregivers’ feelings toward school and self-efficacy. Qualitative findings, presented as narrative portraits, preserve the unique personal qualities within each case and explain in detail the rich facets of caregivers’ experiences. The current study illustrates the need for schools to form early relationships with caregivers to understand their situation, assess their needs, and identify barriers so that targeted support can be provided to families as needed.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-5740 |
| Date | 01 May 2023 |
| Creators | Castanon, Kristy Lynn |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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