Parents’ perspectives on their role and the role of the preschool in shaping children’s social and emotional competence at the start of primary school

Abstract

This study explores parents’ perspectives on their role, and the role of preschools, in fostering children’s social and emotional competence at the beginning of compulsory schooling. The research is situated within the broader context of theories of social-emotional learning (SEL), including the CASEL framework, Bronfenbrenner’s ecological systems theory, and previous Icelandic and international research on school transitions.
Using a qualitative approach, semi-structured interviews were conducted with nine parents whose children started primary school in autumn 2023. The aim was to deepen the understanding of how parents perceive their responsibilities in supporting their children’s social and emotional development, what expectations they hold toward preschools, and how they navigate the transition to primary education.
The findings demonstrate that parents place great importance on children’s ability to form friendships, regulate their emotions, demonstrate empathy, and engage in cooperative behaviours, all of which they see as critical prerequisites for successful school adjustment and academic achievement. Parents consistently emphasized the importance of preparing their children for school, socially and emotionally, often supplementing the efforts of preschool educators with targeted practices at home, such as daily conversations about feelings, role-playing social situations, and teaching practical life skills like politeness, patience, and self-regulation.