Chinese parents' perceptions and practices of parental involvement during school transition

Parents' perceptions and practices of parental involvement during the transition from kindergarten to primary school were captured through individual interviews with 18 Chinese parents after their children had entered primary school. The responses revealed that in order to facilitate children's adjustment during school transition, parents tended to become more academic-focused in their involvement at home. Parents also reported their dissatisfaction with the infrequent home–school communication as well as the lack of opportunities for active involvement in school (e.g. volunteering and decision-making). The implications of this research for promoting a smooth school transition for children are discussed, together with directions for future research. Copyright © 2013 Taylor & Francis.