Research Report on Children and Schooling: Detailed Study Analysis

This research report provides a detailed analysis of two articles concerning children and schooling. The first article, by Dockett et al. (2011), explores facilitating children's transition to school from families with complex support needs, utilizing a qualitative, positivist research paradigm. It focuses on understanding the experiences, concerns, and support systems for these families, employing conversational interviews and questionnaires to gather data. The second article, by McIntyre, Blacher, and Baker (2006), investigates the transition to school for young children with and without intellectual disability, using a quantitative, positivist approach. The report discusses the methodologies, research questions, outcomes, strengths, and limitations of both studies, highlighting their implications for supporting young children's successful adaptation to school, particularly those from vulnerable backgrounds or with intellectual disabilities. The research emphasizes the importance of recognizing the unique strengths and needs of children and families during the transition to schooling.

Running head: RESEARCH REPORT ON CHILDREN AND SCHOOLING
RESEARCH REPORT ON CHILDREN AND SCHOOLING
Name of the Student
Name of the University
Author note

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RESEARCH REPORT ON CHILDREN AND SCHOOLING
Executive summary
The chief objective of the report was to analyze two articles on the topic ‘Children and
Schooling’. The first article was Facilitating children's transition to school from families with
complex support needs by Dockett et al. (2011) and the second article was The transition to
school: Adaptation in young children with and without intellectual disability by McIntyre,
Blacher and Baker (2006). In the report, the research paradigm, methodology, research question
and aim and the outcomes, strengths and limitations were discussed thoroughly. The report also
discussed the implications of both the studies on the transition of young children coming from
families with complex supports need and children with and without intellectual disability (ID) to
school.

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RESEARCH REPORT ON CHILDREN AND SCHOOLING
Table of Contents
Introduction.............................................................................................................................................................................................................................................. 4
Article 1:.................................................................................................................................................................................................................................................. 4
Research Paradigm................................................................................................................................................................................................................................... 4
Project purpose......................................................................................................................................................................................................................................... 5
Key Research Questions.................................................................................................................................................................................................................... 5
Methodology and Methods....................................................................................................................................................................................................................... 6
Methodology...................................................................................................................................................................................................................................... 6
Methods............................................................................................................................................................................................................................................. 6
Participants............................................................................................................................................................................................................................................... 7
Ethical Considerations.............................................................................................................................................................................................................................. 7
Outcomes.................................................................................................................................................................................................................................................. 8
Strengths and Limitations......................................................................................................................................................................................................................... 8
Strengths............................................................................................................................................................................................................................................ 8
Limitations......................................................................................................................................................................................................................................... 9
Article 2:................................................................................................................................................................................................................................................. 10
Research Paradigm................................................................................................................................................................................................................................. 10
Project Aim............................................................................................................................................................................................................................................ 10
Key Research Question.................................................................................................................................................................................................................... 10
Methodology and Methods..................................................................................................................................................................................................................... 11
Methodology.................................................................................................................................................................................................................................... 11
Method............................................................................................................................................................................................................................................. 11
Participants............................................................................................................................................................................................................................................. 11
Ethical Considerations............................................................................................................................................................................................................................ 12
Results.................................................................................................................................................................................................................................................... 12
Strengths and Limitations....................................................................................................................................................................................................................... 12
Strengths.......................................................................................................................................................................................................................................... 12
Limitations....................................................................................................................................................................................................................................... 13

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RESEARCH REPORT ON CHILDREN AND SCHOOLING

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RESEARCH REPORT ON CHILDREN AND SCHOOLING
Introduction
The report aims to analyze two articles based on the topic ‘Children and Schooling’ and
provide a better understanding of the two concepts – children and school. Schooling begins for
children at a very early age, however it depends on the capability of the children at which age
their parents admit them to schools. The average age of schooling for children is 3 years.
Concepts like Kindergarten and Montessori schools have allowed parents to provide initial
schooling for their children without putting much pressure on them. Schooling is the most crucial
part for children as it ensures how the rest of their life is shaped. For this reason, several studies
on the influencing factors of schooling for children have been conducted throughout the years. A
study by Pena (2000) has found that parents played a significant role in the schooling of children
especially in case of language and other minority children due to “cultural influences, family
issues, parents’ education and school staff attitudes”.
In this report, the two articles that will be analyzed are Facilitating children’s transition
to school from families with complex support needs by Dockett et al. (2011) and The transition to
school: Adaptation in young children with and without intellectual disability by McIntyre,
Blacher and Baker (2006).
Article 1:
Facilitating children’s transition to school from families with complex support needs
(Dockett, Perry, Kearney, Hampshire, Mason & Schmied, 2011)
Research Paradigm

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RESEARCH REPORT ON CHILDREN AND SCHOOLING
The research paradigm used by the researchers to conduct the study is positivist as they
made use of quantitative data that uses numerical data to collect findings. The research studies
the level of participation of families with complex needs in discussions regarding children’s
transition to school.
Project purpose
Dockett et al. (2011) conducted the study to evaluate the transition of children to school
hailing from families facing complex problems. The study further aimed at revealing the
available supports that these families and their children have during the transition period. The
research has been conducted with support from the Community service of the NSW Department
of Human Services. Research questions developed in for the study had relevancy with the aim,
“to explore the experiences of families with complex support needs around the transition to
school”.
Key Research Questions
The key research question formulated by the researchers for their study is “How can
positive transitions to school be facilitated for children from families with complex support
issues?” In order to answer this question, they articulated a set of four sub-questions that helped
produce concrete results. The first sub-question was about the families’ concerns and issues,
their decision points as their children begin their journey to school. The second sub-question was
related to the requirements, availability and accessibility of the supports for the families and
children in phases of pre and during the first year of school. The third sub-question aims to find
out the things that aid the transition of children of families with complex support needs to school.

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RESEARCH REPORT ON CHILDREN AND SCHOOLING
The final sub-question tries to find out the implications that can be drawn from this study for the
policy and practice.
Methodology and Methods
Methodology
The researchers utilized the qualitative research methodology to achieve “insights into
the lived experiences of the participants” (p. 2). Qualitative methodology involves deeper
understanding of the study topic using non-standardized tools that are flexible. This type of
methodology does not use numerical data or any measurable data for finding the results of the
study. It assists in finding the social reality of the topic rather than just the statistics. Dockett et
al. (2011) have used qualitative methodology in order to understand the inner problems of the
families needing complex support during their children’s transition to school.
Methods
In order to gather concrete and authentic information that could assist their study, the
researchers arranged meetings with the complex support needing families mostly mothers. It was
done to ensure the families put their trust on the researchers and the researchers valued the
families’ opinions and concerns. Conversational interviews were held with the families to
understand their concerns, issues and decisions about their children’s transition to school. The
researchers decided to use this type of interviews instead of the structured ones because of
conversational interviews manage to bring out honest answers from the participants. The
question with which the researchers began their conversation with the families was focused on
the child who is about to start school and the family. Apart from interviewing/conversing with
the families, the researchers also held interviews with a number of family support or intervention

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RESEARCH REPORT ON CHILDREN AND SCHOOLING
staff. In addition, the researchers invited the teachers of children who have begun attending
schools to reflect on the transition by completing a Strengths and Difficulties Questionnaire
(SDQ). The SDQ was developed by Goodman (1997) that consists of ‘25-item screening
questionnaire’ especially for children of 3 to 16 years of age. However, for the present study, the
researchers used SDQ to analyze the views of the teachers. The researchers used the multiple-
case conversational framework as suggested by Burgess-limerick and Burgess-limerick (1998),
to interview the families that ensured the fulfillment of the interviewee’s needs. They also laid
stress on topics associated with the beginning of school and communications about the child, its
family, prior-to-school setting, the school and community. In order to produce improved results,
the researchers adopted a semi-structured approach where they asked key questions to encourage
discussion.
Participants
As the study concerns the facilitation of children’s transition to school that belong to
families with complex supports needs, the participants chosen by the researchers were these
families. The target participants were families with complex support needs who already were
engaged in support programs in some way that were offered by the NSW Department of Human
Services and Mission Australia.
Analyzing the participants used by the researchers, it is evident that the children’s
viewpoints are not considered important in their study. Children are here viewed as vulnerable
and innocent needing continuous guidance and protection from the elders. The views of parents
and families are given more importance.
Ethical Considerations

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RESEARCH REPORT ON CHILDREN AND SCHOOLING
The study by Dockett et al. (2011) received the approval of Human Research Ethics
Committee of the University of Western Sydney and it has been conducted with particular
suggestion to the necessities of the committee and the National Statement of Ethical Conduct in
Research Involving Humans 2007 as well.
Outcomes
The research contributed to the findings that showed children’s transition to schooling
could be effective with appropriate supports and making possible processes and practices that
add to successful transition experiences for children and families as well. The findings regarding
decision point included selecting the appropriate school for their children and identifying if their
children are ready for school. Issues and concerns included families’ own experiences regarding
schools that had been “less than positive” and feared similar consequences to their children. The
research also found that these families have had support from informal sources like family and
friends and formal sources like support programs provided by various organizations and
institutions. The enabling practices included providing admittance to information about school,
promoting the growth of family skills and abilities and so on. Enabling processes involved
continuous support throughout the transition phase, collaboration across sector, changing support
for changing family needs amongst others.
These findings point to the fact that schools must recognize the strengths and uniqueness
children and their families bring with them while starting the transition to journey.
Strengths and Limitations
Strengths

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RESEARCH REPORT ON CHILDREN AND SCHOOLING
The study by Dockett et al. (2011) as its major strength has the absence of terms that
stigmatize the families and children coming from minority backgrounds. Other strengths include:
 The study used a strengths-based approach that ensured that the scope of study was not
limited to only families facing problems but also included those who had the ability to
face these problems.
 The research was conducted at a time when families were looking advice on their
children’s transition to school and hence the researchers’ suggestions and advice were
welcomed
 The lengthy conversations between researchers and the participants helped them
understand the issue more broadly and resulted in positive implications
 The experiences shared by the families in need of complex support helped researchers
find conclusive ways to deal with the issue and even assist the organizations associated
with the project
 The number of participants remained static over the year-long period that provide
consistency to the findings of the research
Limitations
 The number of participants used for the research was too small considering the depth of
the issue of children and schooling of families with complex supports need
 The quantitative methodology used provided limited data on participation of families and
in discussions
 The participants predominantly comprised mothers and thus had almost no insights from
the fathers of the children regarding issues, concerns and decisions

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RESEARCH REPORT ON CHILDREN AND SCHOOLING
Article 2:
The transition to school: Adaptation in young children with and without intellectual
disability (McIntyre, Blacher & Baker, 2006):
Research Paradigm
The research paradigm used by the researchers for conducting this study is positivist.
The researchers made use of numerical data to find solutions. The research by McIntyre, Blacher
and Baker (2006) is quantitative in nature because it makes limited use of non-standardized data
and predominantly depends on numerical data.
Project Aim
McIntyre, Blacher and Baker (2006) carried out the study with the purpose of finding the
ability of children with and without intellectual disability to make the transition to school. As
suggested by their research, McIntyre, Blacher & Baker (2006) mention, “A child’s successful
adaptation to school is likely influenced by a number of factors including academic, social,
emotional, behavioral and cognitive competencies”. They further state, “Children with
intellectual disability (ID) may be at heightened risk for early school difficulties, in part due to
their deficits in cognitive and adaptive behaviors”.
Key Research Question

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RESEARCH REPORT ON CHILDREN AND SCHOOLING
The researchers did not include any research questions however, their key research
hypothesis to examine the transition to school for 5 and 6 year-old aged children without and
with intellectual disability (ID).
Methodology and Methods
Methodology
Quantitative methodology was used by the researchers to examine the factors that
influence the “adaptive transition to school in young children (n=24) with and without (n=43)
ID”. Quantitative methodology is used by researchers to conduct studies with increased
numerical data for finding solutions.
Method
The researchers first defined adaptive transition as possessing few “teacher-reported
problem behaviors and positive student-teacher relationships”. They later examined the self-
regulatory skills of the children comparing with the skills reported by teachers and parents to
find out whether these reflected any positive adaption for children aged 5 to 6 years during
transition to school. The data collection method included procedures, use of instruments like the
‘Stanford-Binet’ test, the ‘Vineland Adaptive behavior Scales’, the ‘Social Skills Rating
System’, the ‘Student-Teacher Relationship Scale’ and others.
Participants
McIntyre, Blacher and Baker (2006) included 67 children as the chief participants for
their study apart from including the mothers and teachers of the children. The mothers and
teachers were included in the study as part of the researchers’ longitudinal research.