Abstract

This paper explores the experiences of twelve children and their parents from diverse minority ethnic and socioeconomic backgrounds during their first school year. Drawing on sociological and educational conceptualisations of resilience, findings highlight protective factors for children’s resilience at four levels, including family and school strengths in supporting the emotional wellbeing and self-regulation of children. However, with significant variation in children’s educational and social/behavioural development the paper argues for a consideration of within school factors in promoting resilience, alongside individual, family and cultural factors as well as a consideration of the age of children starting school. It identifies a need to review school strategies to strengthen children’s resilience on starting school within wider calls to decolonialise the curriculum. It also demonstrates the need for schools to build strategies to engage with parents from diverse backgrounds to support the Home Learning Environment.

摘要

本文探讨了来自不同少数民族和社会经济背景的 12 名儿童及其父母在第一学年的经历。利用复原力的社会学和教育概念，研究结果强调了四个层面上儿童复原力的保护因素，包括家庭和学校在支持儿童情绪健康和自我调节方面的优势。然而，由于儿童的教育和社会/行为发展存在显着差异，本文主张在促进复原力方面考虑学校内部因素，以及个人、家庭和文化因素，以及考虑儿童开始上学的年龄。它确定有必要在更广泛的非殖民化课程呼吁中审查学校战略，以加强儿童在开始上学时的复原力。它还表明学校需要制定策略，与来自不同背景的家长互动，以支持家庭学习环境。