The Relation of Research on Readiness to Research/Practice of Transitions

Graue, Elizabeth; Reineke, June

doi:10.1007/978-94-007-7350-9_12

Cited by 6 publications

(2 citation statements)

References 22 publications

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“…An analysis of this work highlights a recent shift from a child-and skill-centered focus, to an ecological systems focus designed to better understand the 'ebb and flow' of relationships across and between one or more systems, and the impact this has on the transition process for children (Graue & Reineke, 2014). This shift has included an increasing call for research to examine how early childhood teachers and junior primary teachers are positioned within the transition process, and how this positioning shapes the inter-relational space where they meet in the transition process (Dockett, Petriwskyj, & Perry, 2014).…”

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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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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“…Many years of transitions research have presented ideas including readiness (Dockett and Perry 2009;Graue 2006;Graue and Reineke 2014), continuity (Brooker 2008;Einarsdóttir 2007), adjustment (Margetts 2014) and adaptation (Woodhead and Brooker 2008). All of these ideas are, and should be, continually questioned, challenged, teased out and reshaped into further notions about children's transitions to school.…”

Section: Introductionmentioning

confidence: 99%

International Perspectives on the Pedagogies of Educational Transitions

Ballam

Perry

Garpelin

2016

Pedagogies of Educational Transitions

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There has been a great deal written recently about children starting school, particularly primary school. All of the stakeholders in these transitions to school have been considered, along with matters of readiness -for child, family, educators, schools, and communities; adjustment and adaptation; continuity and change in curricula and learning; and the opportunities, aspirations, expectations and entitlements encompassed in the transformation of roles involved. As the children move from their prior-to-school experiences -preschool, child care, home, other out-of-home care -to school, they experience many changes. One of these is often a change from a primarily play-based pedagogical approach in the prior-to-school setting to perhaps a more structured, even formal pedagogy in school. But what about the pedagogies of the transitions themselves? Children do not stop learning and teachers do not stop teaching as children are in the process of transition to school. There are pedagogies of transition employed. This book explores these pedagogies through the work of an international alliance of transitions to school researchers from five countries -Iceland, Scotland and Sweden (European) and Australia and New Zealand (Antipodean). This alliance is named POET -Pedagogies of Educational Transitions.

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