Chasms, Bridges and Borderlands: A Transitions Research ‘Across the Border’ from Early Childhood Education to School in New Zealand

Peters, Sally

doi:10.1007/978-94-007-7350-9_8

Cited by 28 publications

(6 citation statements)

References 21 publications

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“…There are long-term benefits for children's academic and social outcomes from a positive start to school (Entwisle, Alexander, & Olson, 1997). Children's early experiences of school are shaped by both classroom practices and the social contexts of school (Peters, 2010). Across the early school years, children's experiences in different classrooms and with different teachers may vary considerably.…”

mentioning

confidence: 99%

Teachers’ Experiences of Inclusion of Children with Developmental Disabilities across the Early Years of School

Carrington

Berthelsen

Nickerson

et al. 2016

J. Psychol. Couns. Sch.

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This study reports data from teachers in regular classrooms about their experiences of inclusion for 143 young children with disabilities. Children were recruited from early intervention programs and their experiences were tracked across 3 years, from a Preparatory year to Year 2 of school. Children's teachers rated the appropriateness of the child's placement in their classroom as high to very high. However, most teachers rated the resources and supports available to support inclusion as only adequate. Teachers perceived a range of benefits for the child, peers, and themselves from inclusion but also identified significant challenges, including time pressures and increased responsibilities, as well as various behavioural and developmental concerns that had an impact on all children's learning. Challenges identified deserve continued attention for successful inclusive practice.

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mentioning

confidence: 99%

Teachers’ Experiences of Inclusion of Children with Developmental Disabilities across the Early Years of School

Carrington

Berthelsen

Nickerson

et al. 2016

J. Psychol. Couns. Sch.

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show abstract

“…They are, in fact, two different systems in terms of curriculum, pedagogy, and images of children and learners (Peters, 2014). These differences act to maintain separation, despite increased research focus on the transition process (Moss, 2013b).…”

Section: The Pre-existing Space: a Space Of Separation Alignment Andmentioning

confidence: 98%

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

Henderson

Nuttall

Kriegler³

et al. 2016

Teachers and Teaching

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“…In her research about educational transitions in early childhood Peters (2010) formulated that children's learning processes in transitions from preschool to school can be understood in terms of learning journey. Peters (2010Peters ( , 2014 means that children's learning journey is a key thread within their transition journey, and emphasizes the meaning of bridging between different stages of education to support children's learning. Peters does not elaborate more on the processes on learning, rather, she discusses how the bridging of different cultures that exist in prior-to-school settings and formal school settings can be made in a 'borderland' (2010).…”

Section: Review Of 'Learning Journey' and Related Termsmentioning

confidence: 99%

Learning journey: a conceptual framework for analyzing children’s learning in educational transitions

Wilder

Lillvist

2018

European Early Childhood Education Research Journal

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Research about transitions in early childhood education has had an upsurge especially in the last 15 years. Much attention has been directed to what constitutes and builds up positive transitions. Although, as learning is one of the main tasks in educational settings, there is a need for more explicit research discussions in the transition research field about children's learning in transition. The aims of this article are to discuss and unravel the theoretical concept 'learning journey' and to propose a conceptual framework for analyzing children's learning in early educational transitions. The article gives a review of the concept learning journey and related terms: learning, continuity/discontinuity, change, collaboration and time. A conceptual framework of learning journey is proposed and a model presented. The model is discussed in relation to the PPCT-model of Urie Bronfenbrenner and a final discussion set the proposed conceptual framework of learning journey in the context of application to early childhood education.

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Chasms, Bridges and Borderlands: A Transitions Research ‘Across the Border’ from Early Childhood Education to School in New Zealand

Cited by 28 publications

References 21 publications

Teachers’ Experiences of Inclusion of Children with Developmental Disabilities across the Early Years of School

Teachers’ Experiences of Inclusion of Children with Developmental Disabilities across the Early Years of School

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

Learning journey: a conceptual framework for analyzing children’s learning in educational transitions

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