A spatial re-consideration of the early childhood-school relationship

Henderson, Linda; Nuttall, Joce; Kriegler, Lili-Ann; Schiele, Helen

doi:10.1080/13540602.2016.1158960

Cited by 5 publications

(2 citation statements)

References 20 publications

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“…For example, in England, transition is framed as a linear process whereby progression in pedagogy and curriculum is understood as moving from play-based, child-led activities, to predominantly adult-led activities (Fisher, 2022). This understanding of progression reflects persistent tensions between systems and cultures in the pre-school phase, where ECE is positioned as a space of play, and compulsory education, where school is positioned as a space of work (Henderson et al, 2016). Even though play has been identified as a ‘metaphorical bridge’ (Nicholson, 2019), the pedagogic transition from play to work typically begins during the final year or months of pre-school so that children are ‘made ready’ for school by experiencing more formalised adult-led activities (Fisher, 2022; Wood, 2019).…”

Section: Transitions and School Readiness – Policies And Practicesmentioning

confidence: 99%

‘If I play I won’t learn’: Children’s perceptions and experiences of transition and school readiness from Maternelle to Year 1

Wilders¹,

Wood

2023

Journal of Early Childhood Research

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How children experience the major transition from pre-school to compulsory schooling influences their immediate and future success and wellbeing. This complex process of change and adaptation is impacted by school readiness policy drivers, which prioritise children’s performance and achievement. Pedagogic and curriculum progression shifts from play to work, with structured and adult-led activities. These factors contribute to the schoolification of early childhood education, and construct school readiness as an attribute of the child. This paper reports findings on how six children experienced transition and school readiness as they move from Maternelle to Year 1 in an International school in Belgium. Multimodal and multivocal methods of data collection were used to provide child participants with accessible ways of expressing their perspectives of the lived experience of transition. The children perceived the major transition being from play to work and understood that they were expected to be ready for this change. From a socio-cultural perspective, this paper argues that school readiness cannot be assessed at a specific point in time, but should instead be viewed as the lived experience of children that begins before, and continues well beyond the transition. Children are expected to adapt to multiple changes in curriculum and pedagogical practices, as well as changes in cultural, temporal and material contexts. It is recommended that critical questions about how school readiness is constructed should take account of children’s perspectives and experiences of transitions.

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Section: Transitions and School Readiness – Policies And Practicesmentioning

confidence: 99%

‘If I play I won’t learn’: Children’s perceptions and experiences of transition and school readiness from Maternelle to Year 1

Wilders¹,

Wood

2023

Journal of Early Childhood Research

View full text Add to dashboard Cite

show abstract

“…Educational leadership has been researched extensively as shared/distributed leadership (Tian, Risku & Collin, 2015), but the focus has still remained on the human relations, whereas in educational research there has been a growing body of research shifting the focus of research to the materiality and non-human; places, spaces, objects, artefacts (Youdell & Armstrong, 2011;Blaise 2013;Henderson, 2016). Post-structuralist thought has not been widely used within educational leadership research, despite some exceptions (Blackmore 1999;Mulcahy & Perillo 2011;Niesche, 2011Niesche, , 2013Nuttall & Thomas, 2015;Thomas, 2016).…”

Section: Leadership As Assemblages/desiring Machines/bodies Without Omentioning

confidence: 99%