Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.756273
Title: A study of children's experiences of transition into a British international primary school in Vietnam : perspectives of children and parents in the first year
Author: Draper, Clair Naomi
ISNI:       0000 0004 7429 2261
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2018
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Abstract:
This thesis is a qualitative study that addresses an apparent current gap in the literature regarding children’s experiences of transition at non-normative times, in an international context. The research takes place in a British international primary school in Vietnam. Thirty-four children participated in a series of nine semi-structured group interviews with three to five children in each. The children participated in a drawing activity in their group interviews to further reflect on their experiences of transition. Eight parents were interviewed either individually or with their partners, resulting in a total of six semi-structured interviews. School policies and documents were also examined using discourse analysis. A sociocultural and ecological theoretical model was used to analyse the interview responses. The findings highlighted many complexities that created a unique and challenging transition for the children involved. From both children and parents’ perspectives, forming new friendships was essential to feeling comfortable and a part of the new school. The children experienced many different emotions during this year, from anxiety to excitement and these feelings were linked both to friendships and also managing academic expectations. Children joined the school having experienced varying educational systems from different countries and part of their transition included learning how to be a pupil in this particular school. While for some children, academic demands were easier, for others it was more difficult. The study concludes with a recommendation that more research could be done in international primary schools to continue this area of work in further exploring children’s experiences of transition and how we can best support pupils during the first year of joining a new school.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.756273  DOI: Not available
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