Transition to early childhood education: Parents' use of coping strategies in dealing with children's adjustment difficulties in Hong Kong

Mei Seung Michelle LAM

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

THE TRANSITION FROM HOME to early childhood education can be stressful for both children and parents. How parents cope with this potentially stressful event affects both the children's adaptation and the parents' lives during the preschooler stage of the family lifecycle. This paper examines how parents respond to their children's adjustment difficulties, particularly a reluctance to attend school, by examining the coping strategies of 29 Hong Kong parents. The parents expressed different kinds of negative emotions regarding their children's reluctance to go to school due to various adjustment difficulties. Parents' coping strategies can be classified as planful coping, seeking social support, accepting responsibilities, distancing, self-controlling and positive reappraisal according to Folkman and Lazarus's Ways of Coping (WOC) framework. The implications of these strategies for how early childhood professionals can support parents are discussed. Copyright © 2014. All rights reserved by Early Childhood Australia Inc.
Original languageEnglish
Pages (from-to)111-120
JournalAustralasian Journal of Early Childhood
Volume39
Issue number3
Publication statusPublished - 2014

Fingerprint

Social Adjustment
parent education
Hong Kong
coping
parents
Parents
childhood
Education
Social Support
school
social support
Emotions
emotion
responsibility
event

Citation

Lam, M. S. (2014). Transition to early childhood education: Parents' use of coping strategies in dealing with children's adjustment difficulties in Hong Kong. Australasian Journal of Early Childhood, 39(3), 111-120.

Keywords

  • Kindergarten transition
  • School
  • Australia
  • Preschool