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ERIC Number: EJ818042
Record Type: Journal
Publication Date: 2006-Jul
Pages: 19
Abstractor: As Provided
Reference Count: 80
ISSN: ISSN-0957-5146
A Conceptual Framework for Understanding Children as Agents in the Transition from Home to Kindergarten
Lam, Mei Seung; Pollard, Andrew
Early Years: An International Journal of Research and Development, v26 n2 p123-141 Jul 2006
The transition from home to kindergarten, for most children, is the first and major ecological transition in their educational life. Kindergarten is the first educational setting in which children make sense about "school" as a place to learn and about themselves as "pupils". In this transition, children cross a cultural boundary from home to kindergarten and, in fact, they commute between the two cultural settings. In Vygotsky's view, children are active culture learners. How they cope with, and adapt to, the novel kindergarten is crucial to their "pupil career" in their life-long learning. Thus, this paper aims to provide early childhood education professionals with a framework to understand children as agents in the transition from home to kindergarten. This paper begins with a review of the concept of transition. It then presents a conceptual framework of the understanding of children as agents in the transition from home to kindergarten. Major elements of the conceptual framework are derived from sociocultural theory, and analyses of "rites of passage" and "pupil career". This highlights the relationships between layers of context, stages of transition, and adaptation outcomes. (Contains 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom