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Title:Doživljanje mater ob prehodu prvorojenca v osnovno šolo
Authors:ID Taći, Lucija (Author)
ID Lamut, Urša (Mentor) More about this mentor... New window
ID Karajić, Emil (Comentor)
Files:.pdf 17190$$magistrska_naloga_Lucija_Taci_Zakljucen_tehnicni_pregled.pdf (3,02 MB)
MD5: 653FC2286088CC0B96790AC753EAA446
 
Language:Slovenian
Work type:Master's thesis/paper
Organization:FUDS - School of advanced social studies
Abstract:Namen naloge je bil poglobljeno preučiti, kako matere doživljajo prehod prvorojenca v prvi razred osnovne šole ter kako ta prehod vpliva na njihovo identiteto, družinske odnose in vsakdanje usklajevanje obveznosti. Izhodišče raziskave predstavlja ugotovitev, da je prehod otroka v šolo v literaturi pogosto obravnavan predvsem z vidika otrokove prilagoditve, medtem ko sta materina perspektiva in širši družinski kontekst manj raziskana, kljub temu da matere v tem obdobju pogosto prevzemajo glavnino organizacijskega in čustvenega dela. Raziskava je bila izvedena v okviru kvalitativne metodologije in fenomenološkega raziskovalnega pristopa. Podatki so bili zbrani z metodo fokusnih skupin. Izvedene so bile štiri fokusne skupine, v katerih je sodelovalo trinajst mater prvorojencev, ki so v času raziskave zaključili drugi razred osnovne šole. Analiza je temeljila na kvalitativni vsebinski analizi z odprtim, osnim in odnosnim kodiranjem ter sintezo ugotovitev. Rezultati kažejo, da matere prehod otroka v šolo doživljajo kot večplastno prelomnico, ki vključuje čustveno ambivalentna doživljanja, kot so ponos, skrb, utrujenost, časovna stiska ter reorganizacija vsakdanjih rutin. Prehod pogosto pomeni spremembo materine vloge in povečanje občutka odgovornosti, hkrati pa vpliva na odnose z otrokom, partnerjem in šolo. Pomembno se kaže vprašanje delitve skrbstvenega in organizacijskega dela, saj šolske obveznosti v številnih družinah nesorazmerno prevzemajo matere. Kot ključni blažilni dejavnik se izkaže socialna podpora, kot razširjena družina, partnerska podpora, mreže staršev, medtem ko matere pogrešajo bolj jasno, pravočasno in enotno informiranje, bolj strukturirane uvajalne prakse ter dostopnejšo strokovno podporo. Naloga na podlagi ugotovitev oblikuje priporočila za izboljšanje družbene in institucionalne podpore ob prehodu otroka v osnovno šolo.
Keywords:prehod v osnovno šolo, materinska izkušnja, starševska identiteta, odnosi, podpora, usklajevanje obveznosti
Year of publishing:2026
PID:20.500.12556/ReVIS-14111 New window
Publication date in ReVIS:30.06.2026
Views:37
Downloads:0
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Secondary language

Language:English
Title:Mothers' Experiences during Their Firstborn's Transition to Primary School
Abstract:The aim of the thesis was to examine in depth how mothers experience their firstborn child’s transition into the first grade of primary school and how this transition affects their identity, family relationships and the everyday coordination of responsibilities. The study is grounded in the observation that the transition to school is most often addressed in the literature primarily from the perspective of the child’s adjustment, while the maternal perspective and the broader family context remain underexplored, despite the fact that mothers frequently assume the majority of organizational and emotional labor during this period. The research was conducted within a qualitative methodological framework using a phenomenological research approach. Data were collected through focus group interviews; four focus groups were conducted, involving thirteen mothers of firstborn children who had completed the second grade of primary school at the time of the study. The analysis was based on qualitative content analysis, employing open, axial, and selective coding, followed by the synthesis of findings. The results indicate that mothers experience their child’s transition to school as a multifaceted turning point characterized by emotionally ambivalent experiences, including pride, concern, fatigue, time pressure and the reorganization of daily routines. The transition often entails a change in the maternal role and an increased sense of responsibility, while also influencing relationships with the child, partner and school. Issues related to the division of caregiving and organizational labor emerge as particularly salient, as school-related responsibilities are disproportionately assumed by mothers in many families. Social support, such as support from the extended family, partners, and parent networks proves to be a key buffering factor. At the same time, mothers report a lack of clearer, more timely and more consistent communication, more structured transition practices and more accessible professional support. Based on these findings, the thesis formulates recommendations for improving societal and institutional support during a child’s transition into primary school.
Keywords:transition to school, maternal experience, parental identity, relationships, support, work-family balance


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