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.
|Title of host publication||Pedagogies of educational transitions|
|Subtitle of host publication||European and antipodean research|
|Editors||Nadine Ballam, Bob Perry, Anders Garpelin|
|Place of Publication||Switzerland|
|Publisher||Springer-Verlag London Ltd.|
|Number of pages||18|
|Publication status||Published - 2017|
|Name||International Perspectives on Early Childhood Education and Development|
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..