Mexican-origin mothers' views of preschoolers' transition to prekindergarten

The transition to school marks a critical juncture in the lives of children and families. When children experience continuity in moving from one environment to the next, the transition process is smoothed. This qualitative ethnographic case study explored the transition to school construct from the perspectives of Mexican-origin mothers of preschoolers residing in a low-income barrio of a South-Central Texas urban area. The intent of this investigation was to give voice to marginalized women. The perceptions of 27 mothers were elicited regarding their role as their children's first teachers, school readiness, their expectations and concerns regarding their children's transition to the prekindergarten programs serving 3- and 4-year-olds, and their involvement in their children's education. Data were gathered through 3 focus group interviews with 20 mothers and through 7 individual in-depth multiphase interviews. Mothers revealed that they see themselves as role models whose role is to teach their children obedience and respect. They desired continuity as their children transition from the home or child care center to the school setting. Of primary importance is bidirectional communication with the teachers. They expressed apprehension about their children starting school as young as 3 years old; some of which centered on teacher characteristics as well as children's personal, social, and emotional needs. They viewed parent involvement in terms of what they can do at home to support their children in being successful. The mothers specified strategies that the schools can use to reach out to the community to provide a smoother transition for children and families prior to school starting. Their views supported an ecological and interaction model for transition. These findings not only provide direction for social change, but represent social change in action. The mothers became agents of social change through their active participation in this study by letting their voices be heard. Their input provides a firm foundation for future collaborative team initiatives. The goals for these initiatives are to provide home-school-community linkages and plan for continuity in supporting children and families through the transitions during the early childhood years.