NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ828116
Record Type: Journal
Publication Date: 2007-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1350-293X
"It Is Different...because You Are Getting Older and Growing up." How Children Make Sense of the Transition to Year 1
White, Gabrielle; Sharp, Caroline
European Early Childhood Education Research Journal, v15 n1 p87-102 Mar 2007
Recent theoretical conceptions of transition have emphasised the key influence of educational transition on young children's learning. The Foundation Stage was established in England in 2000, creating a distinct phase of education for children aged three to five, which spans the transition to school. In the Foundation Stage children learn through an integrated play-based pedagogy. When children make the transition to Year 1, they experience a subject-based curriculum and a more 'formal' teaching style. This paper presents findings from a research project conducted in 2004, which aimed to improve understanding about how best to support children's learning during the transition to Year 1. The paper focuses on data from interviews with children in an attempt to explore the significance of the transition from their point of view. The findings suggest that most children adapted well to the transition but that the changes in curriculum and pedagogy impacted on their enjoyment of learning in Year 1. (Contains 2 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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: United Kingdom (England)