Intrapersonal and interpersonal influences on school transition

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

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Abstract

My interest in starting school research, policy and practice is located in my wider interest in the continuity (or discontinuity) of children’s lives, in which key transitions are potential points of stress that exemplify and illustrate differences in individual experience. From this perspective, I see school transition as a stage in a continuum, requiring research that looks to the years before starting school to explain what leads to a successful transition and to the years after to consider the long-term impact of this transition. In this chapter I consider the many theoretical and practical influences on my transition to school research and measure each of them against their impact on my work and the broader field.
Original languageEnglish
Title of host publicationTransitions to school
Subtitle of host publicationInternational research, policy and practice
EditorsB. Perry, S. Dockett, A. Petriwskyj
Place of PublicationDordrecht, Netherlands
PublisherSpringer-Verlag London Ltd.
Chapter5
Pages61-74
Number of pages14
ISBN (Electronic)9789400773509
ISBN (Print)9789400773493
DOIs
Publication statusPublished - 2014

Publication series

NameInternational perspectives on early childhood education and development
Volume9

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Cite this

Harrison, L. (2014). Intrapersonal and interpersonal influences on school transition. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school: International research, policy and practice (pp. 61-74). (International perspectives on early childhood education and development; Vol. 9). Springer-Verlag London Ltd.. https://doi.org/10.1007/978-94-007-7350-9_5