Maps have become a common feature of early childhood research. They have been used to provide the groundwork for research—describing the landscape in which research is to take place—as well as representing research outcomes. Sometimes, maps are used as illustrations; at other times they are considered objects of text requiring interpretation. Despite the multiple uses of maps in early childhood research, there has been little critique of their generation and interpretation. This article examines issues in the production and interpretation of maps in research focused on the transition to school. While recognising the many forms and purposes of mapping transitions research, we argue that a critical appraisal and use of maps is required to advance transitions research.
|Number of pages||6|
|Journal||Early Childhood Folio|
|Publication status||Published - 2014|