Pedagogies of educational transitions: Current emphases and future directions

Susan Dockett, Bob Perry, Anders Garpelin, Johanna Einarsdottir, Sally Peters, Aline-Wendy Dunlop

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

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Abstract

In exploring the pedagogies of educational transitions, the chapters in this book reflect both the personal and collective nature of transitions. While transitions are experienced by individuals, they occur within social, educational, community, political,economic and institutional frames, involving children and families in expanding sets of relationships. Examining experiences of transition not only illuminates the potential influences in individual lives but also contributes to our collective understandings of transition. As a result, we can highlight the journeys of transition for individual children and families and discuss the shared transition experiences of children in Sweden as they move from preschool to the preschool class and then to school, challenges in recognising diversity and promoting inclusion in different contexts, the experiences of Indigenous children as they start school in Australia and New Zealand, implications for children as they experience different pedagogical and curriculum approaches across preschool and school in Iceland and the potential of transitions as a focus for change in Scotland.
Original languageEnglish
Title of host publicationPedagogies of educational transitions
Subtitle of host publicationEuropean and antipodean research
EditorsNadine Ballam , Bob Perry , Anders Garpelin
Place of PublicationSwitzerland
PublisherSpringer-Verlag London Ltd.
Chapter17
Pages275-292
Number of pages18
Edition1st
ISBN (Electronic)9783319431185
ISBN (Print)9783319431161
DOIs
Publication statusPublished - 2017

Publication series

NameInternational Perspectives on Early Childhood Education and Development
Volume16

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Dockett, S., Perry, B., Garpelin, A., Einarsdottir, J., Peters, S., & Dunlop, A-W. (2017). Pedagogies of educational transitions: Current emphases and future directions. In N. Ballam , B. Perry , & A. Garpelin (Eds.), Pedagogies of educational transitions: European and antipodean research (1st ed., pp. 275-292). (International Perspectives on Early Childhood Education and Development; Vol. 16). Springer-Verlag London Ltd.. https://doi.org/10.1007/978-3-319-43118-5_17