Children's transition to school: Changing expectations

Research output: Book chapter/Published conference paperChapter

Abstract

An increased emphasis on an early start in group day care and educational settings for young children means that by the time children enter statutory education, they may already have had several transitional experiences: each will have an impact. This book explores early transitions from a variety of international perspectives. Each chapter is informed by rigorous research and makes recommendations on how education professionals can better understand and support transitions in the early years. This book contains the following 11 chapters: (1) Informing Transitions (Hilary Fabian); (2) Transition Competence of the Child's Social System (Wilfried Griebel and Renate Neisel); (3) Social Worlds: The Construction of Different Identities within an Early Childhood Centre: A Case Study (Rosina Merry); (4) Horizontal Transitions. What Does It Mean for Children in the Early School Years? (Inge Johansson); (5) Parent Involvement in the Transition to School (Christine Clarke); (6) Children's Voices on the Transition from Preschool to Primary School (Johanna Einarsdottir); (7) Transitions in Children's Thinking (Stig Brostrom); (8) Understanding and Supporting Children (Kay Margetts); (9) Children's Transition to School: Changing Expectations (Sue Dockett and Bob Perry); (10) Expectations and Effects of Curriculum Change as Viewed by Children, Parents & Practitioners (Maggie Stephenson and Margaret Parsons); and (11) Conclusions: Bridging Research, Policy & Practice (Aline-Wendy Dunlop).
Original languageEnglish
Title of host publicationInforming transitions in the early years
Subtitle of host publicationresearch policy and practice
EditorsAline-Wendy Dunlop, Hilary Fabian
Place of PublicationLondon
PublisherOpen University Press
Pages92-104
Number of pages13
Edition1
ISBN (Print)9780335220137
Publication statusPublished - 2007

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