Resumo

MARTINS, Ernesto Candeias  e  MARTINS, Susana Isabel Bartolo. Parental education and transition & adaptation of children from preschool to elementary school in Portugal. Educ. Puc. [online]. 2017, vol.22, n.1, pp.19-35. ISSN 2318-0870.  https://doi.org/10.24220/P1519-3993-2017220100002.

Parental education is a psycho-educational, relational and communicational resource for school adaptation. The admission of children to primary education from preschool (transition) is a time of change for them and for their parents. The literature, in general, refers to the following aspects as key factors for the success of school adaptation: context; family; school; ethnicity, culture and language; and personal characteristics of the child. The study was conducted in class (N = 24 students) in a Portuguese urban school (Escola Básica Cidade de Castelo Branco) in 2014 together with the Emotional Intelligence Project in the school context. The mixed methodology (quantitative, qualitative) aimed to interpret the relationship between interactive and communicative behaviors of parents and the adaptation of children during the first year of compulsory education. Data collection techniques were as follows: participant observation; perception scale of parenting skills and semi-structured interview with parents (N=18); field notes. The triangulation of data using a categorical and statistical framework, confirmed the good communication between parents-children as parents often sought dialogue with the school to address situations related to learning and behavior. The parents revealed to be ‘present’ and concerned with the practice of activities with the children and their adaptation, insisting on the compliance with the rules of coexistence, discipline, behavior in the classroom, concentration, and attention.

Palavras-chave : Adaptation to school; Parental skill; Parental education; Primary school; Communicative interaction..

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