Date of Award

2012

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Bachelor of Arts (Psychology) Honours

School

School of Psychology and Social Science

Faculty

Faculty of Computing, Health and Science

First Supervisor

Dr Andrew Guilfoyle

Abstract

An emerging pressure for refugee parents in Australia relates to children’s ‘school readiness’. Existing research on mainstream, ethnic and migrant parents has highlighted that preparing children for school can be stressful; however, current literature has not considered this phenomenon for refugees in Australia. Social support is important for parents as they navigate school-related problems, and supported playgroups can potentially play an important role here for refugees. However, existing research has not yet examined the ways such programs can support these individuals in dealing with school readiness issues. Therefore, the aim of this study was to explore the experiences of African refugee mothers in relation to their children’s school readiness and transitions to school, and the ways one supported playgroup assisted them in this context. A focus group and interviews were conducted on a sample of eight refugee mothers from a supported playgroup. Two playgroup staff and one kindergarten teacher were also included for validation purposes. Using an interpretive phenomenology approach, five main themes were identified: meaning of school readiness; preparing for school; mothers’ experiences of children’s transitions to school; perceived supports; and playgroup support. It was found that women’s experiences were fraught with underlying tensions and conflicts influenced by social and cultural factors, and assistance provided through the supported playgroup was highly important to the women in this context. It was argued that further research is required to support government policy in this area.

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