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

Abstract

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.

Parental Play Beliefs in the Developing Areas of China: A Multiple Case Study

“…Meanwhile, Lillvist and Wilder's study of the educational transition from preschool to school for young children with intellectual disabilities has inspired us to analyze learning processes and development in the field of early educational transitions [48]. Contextualizing their research on educational transitions using Bronfenbrenner's PPCT model, they finally proposed a conceptual framework for the learning journey in the context of early childhood education [49]. However, limited research has focused on the investigation of parental beliefs based on the PPCT model.…”

Identifying Patterns of Emotional and Behavioural Problems in Preschool children : Facilitating Early Detection

“…Engagement is important in both identification and intervention, to see and facilitate how the child in preschool is actively involved in playing, in learning activities by themselves or in the context of social interaction (McWilliam et al, 1992). In applying the PPCT Model to the preschool educational system, the child's development and learning journey take place over time (Bronfenbrenner & Morris, 2006;Wilder & Lillvist, 2018) with learning, continuity and change being key issues. It requires that parents, preschool staff and professionals collaborate to provide children exhibiting behavioural problems with a functional preschool environment.…”

Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

“…In alignment with the social cultural theory that states the importance of collaborative and social dimensions of learning (Vygotsky 1934(Vygotsky /1986, this current study pinpoints stakeholders' perspectives on children's learning. Stakeholder collaboration is important in order to be able to support children's well-being and learning in best possible ways, especially concerning children with special needs (Balduzzi et al 2019;Wilder and Lillvist 2018).…”