Children’s transition to school has been described in the literature as a developmental transition. Developmental changes in children’s lives have been investigated in my research by taking an ecological perspective, which acknowledges multiple influences on children’s development and the reciprocal influences children have on relationships and contexts. Bronfenbrenner’s ecological approach has been drawn on by a number of researchers to model the process of transition and adjustment to school. In Australia, pivotal research into children’s development, the Longitudinal Study of Australian Children, has used an ecological perspective to ground the research in theory and practice, as has the Child Care Choices project. By viewing the child as an active agent in their learning, development and well-being throughout the transition period, these large, longitudinal, studies have paved the way for future research to have a stronger focus on transition to school and take into account the multiple influences on transition.
|Title of host publication||Transitions to school - International research, policy and practice|
|Editors||Bob Perry, Sue Dockett, Anne Petriwskyj.|
|Place of Publication||Netherlands|
|Number of pages||13|
|Publication status||Published - 2014|
|Name||International perspectives on early childhood education and development|
Murray, E. (2014). Multiple influences on children's transition to school. In B. Perry, S. Dockett, & A. Petriwskyj. (Eds.), Transitions to school - International research, policy and practice (pp. 47-59). (International perspectives on early childhood education and development; Vol. 9). Springer. https://doi.org/10.1007/978-94-007-7350-9_4