ABSTRACT
This chapter explores parental engagement in transition to school from Bronfenbrenner's bioecological theory and PPCT model. This chapter recalls the evolution of Bronfenbrenner's theory, and discusses critiques and limitations of his theory. Based on Bronfenbrenner's bioecological theory and Process-Person-Context-Time (PPCT) model, person factors and context factors can influence proximal process – parental engagement in transition to school in this book. Based on the results of the survey and interviews from previous chapters, a new bioecological model was adapted in this chapter. Parents and children are the centre of the model. Parents’ engagement is the proximal process. Transition to school is interpreted as the time. Parental engagement in transition to school, the proximal process, is influenced by parents’ socio-economic status (SES), role construction, self-efficacy, school and transition experiences, time and energy and children's characteristics. These indicators are interpreted as person factors. Contextual factors mean context in the model. Home, kindergarten and school are the three main microsystems in children's transition to school. Teacher and kindergarten influence and teacher and school influence are concepts representing the mesosystem. Influence from other family members comes from the microsystem. Influence from friends and colleagues and policy influence are interpreted as the exosystem. The macrosystem includes societal and cultural influence.
