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ERIC Number: EJ1174660
Record Type: Journal
Publication Date: 2018
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1350-293X
Written Communication with Families during the Transition from Childcare to School: How Documents Construct and Position Children, Professionals, and Parents
Lehrer, Joanne S.
European Early Childhood Education Research Journal, v26 n2 p285-308 2018
This article explores how documents play a role in shaping perceptions of children, professionals, and parents during the transition from childcare to kindergarten in Québec. Positioning analysis was used to explore governmentality, documentality, and interobjectivity in the communication agendas and child assessment documents of seven children. Results revealed that communication agendas constructed different images of the ideal child, professional, and parent in childcare and in school. Assessment documents in both settings categorise children as either 'doing well' or 'at-risk', position professionals as experts, and parents as playing a supportive and often passive role with regard to their children's education.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A