The adaptation period in infant education for a family member. A narrative research

Abstract

This article aims to be a contribution to the field of knowledge about adaptation a family member who has a child in the infant education classroom. Undoubtedly, this is an extremely significant moment for the relationship between family and school. Usually, the approach to this subject is carried out with the pupils as the active subject, but on this occasion it is approached from the point of view of a family member who is directly involved. In this sense, the family is an essential agent in this transition and, for this reason, the prominence it takes in this investigation. However, we are faced with a relevant opportunity to address this reality and, to this end, the approach is based on qualitative-narrative research. In other words, a methodological perspective whose objective is to know and understand, with the informant being a busy mother concerned about the moment her child is about to experience. In relation to the results, they are structured on the basis of eight nuclei of content, claiming successful communication with the centre, the teaching team and the family itself. In conclusion, a staggered and flexible reception period is proposed according to the needs generated and the characteristics of the people involved in the process.