One of the enduring themes in recent early childhood publications and conferences has been the apparent dichotomies surrounding continuity and change in early childhood education. For example, when a child first experiences childcare, there are obvious changes ' new people to meet, new places to be, different food ' as well as clear similarities ' same family, same home, same bed. Similar analyses can be made of other transition points in young children's lives such as starting school, moving house, receiving a new member into the family and parental separation. So, if all of these activities ' and many others that young children experience ' have aspects of both continuity and change, what is important for children, their carers, families and educators to consider? In this brief paper, we make these considerations based on the recent literature around children starting school and numerous presentations that were made during the recent 16th Annual Conference of the European Early Childhood Education Research Association, held in Reykjavik, Iceland.
|Number of pages||6|
|Journal||Uppeldi Og Menntun|
|Publication status||Published - 2006|