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ERIC Number: EJ969754
Record Type: Journal
Publication Date: 2011-Jun
Pages: 9
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1836-9391
Transition from Long Day Care to Kindergarten: Continuity or Not?
Barblett, Lennie; Barratt-Pugh, Caroline; Kilgallon, Pam; Maloney, Carmel
Australasian Journal of Early Childhood, v36 n2 p42-50 Jun 2011
Transition practices that ensure continuity between early childhood settings have been shown to be important in assisting children's short-term and long-term growth and development (Vogler, Cravello & Woodhead, 2008). In Western Australia many young children move from and between long day care (LDC) settings to kindergarten. In that state, kindergarten is a non-compulsory sessional program for four-year-olds, conducted on school grounds and administered by the school principal. This paper describes the perceptions and practices of kindergarten teachers concerning transition processes and continuity of experience for the children who had attended long day care centres prior to kindergarten entry. Evidence from the study suggests that, although the majority of teachers considered transition to be important, in practice continuity appeared to range from fragmented to non-existent. Factors that appeared to inhibit effective transition and continuity are identified and a number of questions are raised about ways of ensuring continuity of experience.
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; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia