ERIC Number: ED493234
Record Type: Non-Journal
Publication Date: 2006-Dec
Informing Transitions in the Early Years
Dunlop, Aline-Wendy; Fabian, Hilary
Open University Press
An increased emphasis on an early start in group day care and educational settings for young children means that by the time children enter statutory education, they may already have had several transitional experiences: each will have an impact. This book explores early transitions from a variety of international perspectives. Each chapter is informed by rigorous research and makes recommendations on how education professionals can better understand and support transitions in the early years. This book contains the following 11 chapters: (1) Informing Transitions (Hilary Fabian); (2) Transition Competence of the Child's Social System (Wilfried Griebel and Renate Neisel); (3) Social Worlds: The Construction of Different Identities within an Early Childhood Centre: A Case Study (Rosina Merry); (4) Horizontal Transitions. What Does It Mean for Children in the Early School Years? (Inge Johansson); (5) Parent Involvement in the Transition to School (Christine Clarke); (6) Children's Voices on the Transition from Preschool to Primary School (Johanna Einarsdottir); (7) Transitions in Children's Thinking (Stig Brostrom); (8) Understanding and Supporting Children (Kay Margetts); (9) Children's Transition to School: Changing Expectations (Sue Dockett and Bob Perry); (10) Expectations and Effects of Curriculum Change as Viewed by Children, Parents & Practitioners (Maggie Stephenson and Margaret Parsons); and (11) Conclusions: Bridging Research, Policy & Practice (Aline-Wendy Dunlop).
Descriptors: Social Systems, Curriculum Development, Young Children, Parent Participation, Parent School Relationship, Child Care, Early Childhood Education, Transitional Programs, Competence, Childhood Attitudes, Expectation, Parent Attitudes, Textbook Content
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Publication Type: Books; Collected Works - General
Education Level: Early Childhood Education
Audience: Students; Practitioners; Researchers; Policymakers
Authoring Institution: N/A