A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities

Parental involvement plays a vital role in the transition from kindergarten to primary school among children with intellectual and developmental disabilities (IDDs); this study aims to explore Chinese parents’ experiences of parental involvement during this period. Informed by interpretive phenomeno...

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Detalles Bibliográficos
Autores principales: Hou, Yujia, Yan, Tingrui, Deng, Meng
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Original Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9483495/
https://www.ncbi.nlm.nih.gov/pubmed/36109470
http://dx.doi.org/10.1007/s10803-022-05743-4
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author Hou, Yujia
Yan, Tingrui
Deng, Meng
author_facet Hou, Yujia
Yan, Tingrui
Deng, Meng
author_sort Hou, Yujia
collection PubMed
description Parental involvement plays a vital role in the transition from kindergarten to primary school among children with intellectual and developmental disabilities (IDDs); this study aims to explore Chinese parents’ experiences of parental involvement during this period. Informed by interpretive phenomenological analysis, semi-structured, one-on-one interviews were held with 10 parents. Three major themes were identified: (1) “aggressive” involvement; (2) factors in transforming parental involvement; and (3) “rational” involvement. Participants reported their perceptions, attitudes, and parenting behaviors in different phases of involvement in the transition to primary school. These findings highlight the need to support parents of children with IDDs during this time of change.
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spelling pubmed-94834952022-09-19 A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities Hou, Yujia Yan, Tingrui Deng, Meng J Autism Dev Disord Original Paper Parental involvement plays a vital role in the transition from kindergarten to primary school among children with intellectual and developmental disabilities (IDDs); this study aims to explore Chinese parents’ experiences of parental involvement during this period. Informed by interpretive phenomenological analysis, semi-structured, one-on-one interviews were held with 10 parents. Three major themes were identified: (1) “aggressive” involvement; (2) factors in transforming parental involvement; and (3) “rational” involvement. Participants reported their perceptions, attitudes, and parenting behaviors in different phases of involvement in the transition to primary school. These findings highlight the need to support parents of children with IDDs during this time of change. Springer US 2022-09-15 /pmc/articles/PMC9483495/ /pubmed/36109470 http://dx.doi.org/10.1007/s10803-022-05743-4 Text en © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022, Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Paper
Hou, Yujia
Yan, Tingrui
Deng, Meng
A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities
title A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities
title_full A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities
title_fullStr A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities
title_full_unstemmed A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities
title_short A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities
title_sort qualitative study on parental experience of involvement in the transition from kindergarten to primary school for chinese children with intellectual and developmental disabilities
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9483495/
https://www.ncbi.nlm.nih.gov/pubmed/36109470
http://dx.doi.org/10.1007/s10803-022-05743-4
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