Description
Book SynopsisAn increased emphasis on an early start in group day care and educational settings for young children means that by the time children enter statutory education, they may already have had several transitional experiences: each will have an impact.
This book explores early transitions from a variety of international perspectives. Each chapter is informed by rigorous research and makes recommendations on how education professionals can better understand and support transitions in the early years. Contributors examine issues such as:
- Parental involvement in the transition to school
- Children's voices on the transition to primary school
- The construction of identity in the early years
Readers will be able to draw support, guidance and inspiration from the different writers to scaffold their own thinking and development in relation to childrenâs transitions. Ample opportunities are offered for readers to gain confidence and competence in dealing with the range of
Table of Contents1 Informing Transitions - Hilary Fabian
2 Transition competence of the child’s social system - Wilfried Griebel & Renate Neisel
3 Social worlds - The construction of different identities within an early childhood centre: A case study. - Rosina Merry
4 Horizontal transitions. What does it mean for children in the early school years? - Inge Johansson
5 Parent involvement in the transition to school - Christine Clarke
6 Children’s Voices on the Transition from Preschool to Primary School - Jóhanna Einarsdóttir
7 Transitions in children’s thinking - Stig Broström
8 Understanding and supporting children - Kay Margetts
9 Children’s transition to school: Changing expectations - Sue Dockett & Bob Perry
10 Expectations and effects of curriculum change as viewed by children, parents & practitioners - Maggie Stephenson & Margaret Parsons
11 Conclusions: Bridging Research, Policy & Practice - Aline-Wendy Dunlop
