Parental Opınıons on Adaptatıon Problems Durıng the Transıtıon From Preschool to Prımary School in Inclusıve Multıcultural Educatıonal Envıronments

Abstract

The aim of this study is to examine parents' views on adaptation problems experienced during the transition from preschool to primary school in multicultural educational settings. The study was conducted using a phenomenological design, one of the qualitative research methods, and data were collected through a semi-structured interview form. The study group consists of parents of students enrolled in public and private primary schools affiliated with the Ministry of National Education in the Turkish Republic of Northern Cyprus during the 2024–2025 academic year. Participants were selected through the snowball sampling method, a type of non-probability sampling. The data obtained from the semi-structured interviews with parents were analyzed using thematic analysis. The findings reveal that the main problems children face during the adaptation process include social communication difficulties, language differences, and emotional reactions. In terms of academic adaptation, school refusal behavior is particularly noteworthy. The findings indicated that home-based activities such as language use, reading, audiovisual and artistic activities positively contribute to children's adaptation. Teachers' affection and communication skills emerged as significant support factors during the adaptation process. However, deficiencies were observed in the availability of cultural support and adaptation programs. The study concludes that it is essential to develop and implement culturally inclusive adaptation programs.