Continuity and change as children start school

Susan Dockett, Johanna Einarsdottir

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

5 Citations (Scopus)

Abstract

While there has been much discussion – theoretically, conceptually and practically – about addressing discontinuity and promoting continuity at times of educational transition, less attention has been given to examining what is meant by continuity and the rationale for its promotion. One of the implications of the focus on continuity has been less attention to the notions of change in transitions and the importance of balancing both continuity and change for those involved. In this chapter, we consider current positions and debates around continuity and change in educational transitions, particularly the transition to primary school. We draw on a range of theoretical and conceptual perspectives to explore these.
Original languageEnglish
Title of host publicationPedagogies of educational transitions
Subtitle of host publicationEuropean and antipodean research
Editors Nadine Ballam, Bob Perry, Anders Garpelin
Place of PublicationSwitzerland
PublisherSpringer-Verlag London Ltd.
Chapter9
Pages133-150
Number of pages18
ISBN (Electronic)9783319431185
ISBN (Print)9783319431161
Publication statusPublished - 2017

Publication series

NameInternational Perspectives on Early Childhood Education and Development
Volume16

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    Dockett, S., & Einarsdottir, J. (2017). Continuity and change as children start school. In N. Ballam, B. Perry, & A. Garpelin (Eds.), Pedagogies of educational transitions: European and antipodean research (pp. 133-150). (International Perspectives on Early Childhood Education and Development; Vol. 16). Springer-Verlag London Ltd..