DESIGN AND EVALUATION OF A MINI POCKET BOOK FOR PARENTAL SUPPORT IN EARLY TO PRIMARY SCHOOL TRANSITION
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Objective: This study aims to design and evaluate a mini pocket book as a parental support tool to support children’s transition from early childhood education (ECE) to primary school. Method: Employing a design-based research (DBR) approach, the study involved 100 parents, eight teachers, and three experts in iterative cycles of design, validation, and user testing. Data collection included surveys, focus groups, expert appraisals, and user feedback questionnaires. Results: Findings revealed that parents initially had a limited understanding of transition readiness but showed higher confidence and engagement after using the pocket book. Quantitatively, 85% of parents rated the guide as highly useful, and 78% reported increased confidence in supporting their children. Qualitative feedback highlighted cultural relevance, practical strategies, and reduced anxiety for both parents and children. Novelty: The pocket book strengthens family and school partnerships and illustrates how sociocultural learning principles enhance parental involvement. This tool serves as a replicable model for supporting family-centered transitions across contexts.
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