Challenged parents: Empirical exploration of attitude transformations of mothers and fathers along the first school year

研究的重点是从幼儿教育到学校第一年结束的过渡。调查的目的是，在特定的习惯性和体制性挑战的基础上，这种转变对父母，即母亲和父亲的态度可能发生的变化可能意味着什么。本研究试图从微观层面，采用准纵向设计，了解和研究父母是如何解读这些新体验的。根据经验证明的事实，父母作为演员在儿童的传记是重要的;研究进一步问的母亲和父亲如何然后定位自己之间的（预期）学校的挑战，并在尊重（同样预期，也归因于）的责任，为儿童的教育传记。研究的设计是定性的，一个中心方面是纵向要素，数据采集期为一年半。计划研究的同样特点是其探索性特征，其方法论基础是扎根理论方法论。因此，本研究旨在从数据中发现理论。这项研究的目的是从交叉的角度调查-因此，对社会和种族出身的相关性以及性别结构的相关性具有分析兴趣-父母对学校和对子女教育传记的定位过程。本文将对母亲和父亲视角的转变进行系统的比较分析，以期达到类型学建构的目的。该分析将包括30名父母，母亲和父亲的叙述基于两个不同的时间点采访。它还包括参与者的意见，在机构设置和采访嵌入在这里与幼儿园和学校教师，分别走读学校的教育专业人士。数据分析将按照Strauss/Corbin（1990）的扎根理论方法进行。

The study focuses on the transition from early childhood education to the end of the first year in school. The aim of the investigation is what this transition might mean in respect to possible changes of attitudes of the parents, respectively the mother and fathers, on the basis of given habitual and institutional challenges. The study wants to know and researches on a microanalytical level and with a quasi longitudinal design, how the mothers and fathers interpret these new experiences for themselves. Based on the empirically proven fact that parents as actors in the children's biography are important; the study asks furthermore how the mothers and fathers then position themselves between the (anticipated) challenges of the school and in respect to the (equally anticipated and also ascribed) responsibilities for the educational biographies of the children. The study's design is qualitative, a central aspect is the longitudinal element, with a data acquisition period of one and a half years. Equally characteristic for the planned study is its explorative character with its methodological foundation based on the Grounded-Theory-Methodology. Therefore, the study aims at a discovery of theory in the data. It's the goal of the study to investigate in an intersectional perspective - and therefor with an analytical interest in the relevance of social and ethnic origins as well as with respect to the relevance of Gender constructions - the positioning processes of the mothers and fathers towards school and towards the educational biographies of their children. The transformation of the mothers' and fathers' perspective will be undergo a systematic comparative analysis, with the goal of typology construction. The analysis will include 30 parents, mothers and fathers narrative based interviewed on two different time-points. It also includes participant observations in the institutional setting and interview embedded herein with kindergarten and school teachers, respectively day-school educational professionals. The analysis of the data will be done by Grounded Theory Method following Strauss/Corbin (1990).