Transition to school: Normative or relative?

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

13 Citations (Scopus)
5 Downloads (Pure)

Abstract

Managing the transition to school has become a focus of Australian education policy at local, state and national levels. In recent years, there has been a dramatic increase in the number of transition programmes, approaches and interventions all aimed to ease the transition to school. Many of these assume that the transition to school is problematic, particularly for some groups of children, families and communities. One aim then, of transition programmes and approaches, has been to manage transitions in ways that ameliorate these problems.
Original languageEnglish
Title of host publicationTransitions to school
Subtitle of host publicationInternational research, policy and practice
EditorsBob Perry, Sue Dockett, Anne Petriwskyj
Place of PublicationDordtrecht, The Netherlands
PublisherSpringer-Verlag London Ltd.
Chapter14
Pages187-200
Number of pages14
ISBN (Electronic)9789400773509
ISBN (Print)9789400773493
DOIs
Publication statusPublished - 2014

Publication series

Name International perspectives on early childhood education and development
Volume9

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  • Cite this

    Dockett, S. (2014). Transition to school: Normative or relative? In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school: International research, policy and practice (pp. 187-200). ( International perspectives on early childhood education and development; Vol. 9). Springer-Verlag London Ltd.. https://doi.org/10.1007/978-94-007-7350-9_14