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ERIC Number: EJ804890
Record Type: Journal
Publication Date: 2006-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0312-5033
"Boundary Crossing": Negotiating Understandings of Early Literacy and Numeracy Pathways
Kennedy, Anne; Ridgway, Avis; Surman, Lynne
Australian Journal of Early Childhood, v31 n4 p15-22 Dec 2006
This article is based on the findings of a study which examined the literacy and numeracy pathways for a group of 65 children in the year prior to school entry in Victoria, Australia. The article will discuss key features of the home and community pathways for literacy and numeracy development and learning which were identified in the study. In discussing these findings, the contrastive features between the informal and formal early childhood education pathways are highlighted. As a result of our analysis, the notion of crossing boundaries is advocated as a process for making visible and negotiating between the different literacy and numeracy practices and events in the learning communities of home and early childhood institutions.
Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia