Facilitating School Transitions: A Community of Practice Approach to Family Participation Using Facebook
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| Title: | Facilitating School Transitions: A Community of Practice Approach to Family Participation Using Facebook |
|---|---|
| Language: | English |
| Authors: | Hazel Woodhouse (ORCID |
| Source: | Journal of Early Childhood Research. 2026 24(2):239-253. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Communities of Practice, Social Media, Family Involvement, Family School Relationship, Elementary Schools, Elementary School Teachers |
| Geographic Terms: | New Zealand |
| DOI: | 10.1177/1476718X251391060 |
| ISSN: | 1476-718X 1741-2927 |
| Abstract: | Transition to school is a challenging and pivotal moment for children and their families. This article explores the use of a digital tool to facilitate a Community of Practice (CoP) in support of families' transitioning from various early childhood education (ECE) settings to the same primary school class in New Zealand. It focuses on my experiences as a teacher-researcher, where I facilitated families through the transition process by providing information and creating opportunities for varying levels of participation in a CoP, via a dedicated Facebook group. Using a qualitative case study approach, data were collected from 20 families with children entering the school over a 7-month period, using Facebook activity and online questionnaires at the start and end of the transition process. Findings highlight that key CoP elements such as a shared domain of interest and practice in the Facebook group enabled families to participate, share experiences, collaborate and access resources specific to the primary school their child was transitioning to. The platform's flexibility allowed families to choose how and when they engaged, ensuring they received timely and relevant support for their child's transition. The research highlights how the CoP approach accommodated both experienced and first-time families, responding to their diverse needs. My analysis of families' participation in this online space, highlights the potential of social media platforms like Facebook to foster a sense of community and enhance family agency in the transition process. The findings highlight the importance of offering various ways for families to participate, as their involvement helped me understand their needs and identify resources to support their transitions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508339 |
| Database: | ERIC |
| Abstract: | Transition to school is a challenging and pivotal moment for children and their families. This article explores the use of a digital tool to facilitate a Community of Practice (CoP) in support of families' transitioning from various early childhood education (ECE) settings to the same primary school class in New Zealand. It focuses on my experiences as a teacher-researcher, where I facilitated families through the transition process by providing information and creating opportunities for varying levels of participation in a CoP, via a dedicated Facebook group. Using a qualitative case study approach, data were collected from 20 families with children entering the school over a 7-month period, using Facebook activity and online questionnaires at the start and end of the transition process. Findings highlight that key CoP elements such as a shared domain of interest and practice in the Facebook group enabled families to participate, share experiences, collaborate and access resources specific to the primary school their child was transitioning to. The platform's flexibility allowed families to choose how and when they engaged, ensuring they received timely and relevant support for their child's transition. The research highlights how the CoP approach accommodated both experienced and first-time families, responding to their diverse needs. My analysis of families' participation in this online space, highlights the potential of social media platforms like Facebook to foster a sense of community and enhance family agency in the transition process. The findings highlight the importance of offering various ways for families to participate, as their involvement helped me understand their needs and identify resources to support their transitions. |
|---|---|
| ISSN: | 1476-718X 1741-2927 |
| DOI: | 10.1177/1476718X251391060 |
