NotesFAQContact Us
Search Tips
ERIC Number: ED447916
Record Type: Non-Journal
Publication Date: 2000-Sep
Pages: 28
Abstractor: N/A
Reference Count: N/A
Multiple Perspectives on Continuity in Early Learning and the Transition to School.
Peters, Sally
The way in which children's transition to primary school is managed can set the stage not only for children's school success, but also their response to future transitions. This study examined transition experiences of young children, their families, and their early childhood and primary school teachers, by means of interviews and detailed observations in early childhood centers and new entrant classrooms in New Zealand. Participating were 7 case study children and their families, who were visited a number of times from when the children were 4-year-olds until they turned 8, and an additional 16 children whose parents were interviewed. Seventeen of the 23 children were New Zealand European, with the remaining 6 children of Asian, Polynesian, or Arabic backgrounds. Observations of the new entrant classrooms were conducted, with additional observations focused on the case study children in kindergarten and in their new entrant classrooms. Repeated semi-structured interviews were conducted with parents of case study children at school entry, 2 months later, and 18 months later. Case study children were interviewed at 8 years. Common themes arose in the child and adult interview data regarding issues relating to continuity between settings and what is important for children's early learning. Although discontinuity provided challenge for children upon school entry, the children adapted quickly, with long-term impact relating to their relationships with family and friends. Teachers varied in their views on continuity in early learning. Many parents valued greater structure in early childhood centers as providing some continuity between the two settings. (Contains 45 references.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand