This study investigated memories about starting school across several family generations, and the impact of these memories on parents' philosophies and actionswhen they were supporting their children during the transition to school. In this paper, wereport the autobiographical narratives of two families and explore the ways in which thememories of school and starting school prompted both continuity and change in family decisions about education in general, and the transition to school in particular.The study draws on generational and interpretive perspectives in exploringautobiographical memories and oral history. Results reflect the concept of ambivalence, highlighting tensions between processes of reproduction and innovation across families. The implications of these tensions for children starting school are considered.
|Number of pages||8|
|Journal||Australasian Journal of Early Childhood|
|Publication status||Published - Jun 2013|