Multiple influences on children's transition to school

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

2 Citations (Scopus)

Abstract

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.
Original languageEnglish
Title of host publicationTransitions to school - International research, policy and practice
EditorsBob Perry, Sue Dockett, Anne Petriwskyj.
Place of PublicationNetherlands
PublisherSpringer
Chapter4
Pages47-59
Number of pages13
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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