UK Mothers’ Perspectives on Their Children’s Transition to the First Year of School During COVID-19

Objective.The pandemic presented unprecedented challenges to family dynamics and parent-child interactions during critical transitional periods.Design.This qualitative study explores the perspectives of 60 British mothers on their children's transition to Reception year, the first year of primary school, during the COVID-19 lockdown, using the Five-Minute Speech Sample (FMSS) method.The analysis uses hybrid inductive-deductive thematic analysis, drawing on criticism and warmth as interpretative lenses rather than formal coding categories.Results.The criticism and warmth dimensions co-occurred in the same descriptions, reflecting the emotional complexity of parenting during the pandemic.Mothers' narratives illustrate how the intense proximity and social isolation of the lockdown deepened both empathy and frustration, highlighting the intertwined nature of warmth and criticism in mothers' emotional expressions.Using a phenomenological approach, the analysis identified four main themes: (1) the transition to Reception during COVID-19, (2) mothers' perceptions of their children's agency, (3) mothers' descriptions of their children's develop0ment, and (4) framing as a coping mechanism.Conclusions.Findings are discussed from three perspectives: (1) contextual, considering the unique pandemic environment; (2) theoretical, exploring the findings through the concept of narrative coherence; and (3) methodological, emphasizing the influence of the analytical approach on understanding mothers' perceptions.This holistic approach offers valuable insights for enhancing mother-child relationships and supporting children through critical transitions, particularly in crisis contexts.