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Transitions in the Early Years Debating Continuity and Progression for Children in Early Education 1st Edition by Aline Wendy Dunlop, Hilary Fabian ISBN 0415276403 9780415276405

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Transitions in the Early Years Debating Continuity and Progression for Children in Early Education 1st Edition Aline-Wendy Dunlop Digital Instant Download

Author(s): Aline-Wendy Dunlop, Hilary Fabian
ISBN(s): 9780415276405, 0415276403
Edition: 1
File Details: PDF, 1.70 MB
Year: 2002
Language: english
SKU: EB-1984964 Category: Tags: ,

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ISBN 10: 0415276403 
ISBN 13: 9780415276405
Author: Aline Wendy Dunlop, Hilary Fabian

By the time young children enter statutory education, they may have already attended a number of different educational settings, from entry to group settings outside home, to joining playgroup or nursery school. Each of these experiences is likely to affect children’s capacity to adjust and to learn.This book focuses on children’s experiences of personal and curricular transitions in early childhood. The authors are all academics with international reputations in the field of early childhood education. They draw on their research in Europe, Australasia and the USA to consider issues such as:*the optimum environment and appropriate pedagogy for young children’s learning*how children, parents and educators cope with the transition from home to the first educational settings*the ways in which professionals can better support and empower children in transitionThe perspectives of children, parents and early years educators are all considered and case study examples are used throughout.This book will be essential reading for anyone involved in working with young children and their families, including students on early years courses, early years practitioners and early years policy makers.

Transitions in the Early Years Debating Continuity and Progression for Children in Early Education 1st Table of contents:

Chapter 1: The Wider Context: An International Overview of Transition Issues

  • How coherent are children’s ECEC experiences?

  • Strategies to improve children’s transitions

  • Conclusions

  • Summary

  • Notes

  • References

Chapter 2: The Importance of Social Adjustment for Future Success

  • Introduction: the Polish context

  • A theoretical framework

  • Method

  • Results

  • Conclusions

  • References

Chapter 3: From Home to Childcare Centre: Challenges for Mothers, Teachers and Children

  • Existing research on starting childcare

  • The current study

  • The mothers’ stories: a multifaceted experience

  • The teachers’ stories: theories of practice about starting childcare

  • The children’s stories: learning to fit in

  • Implications for enhancing the experience of starting childcare

  • Note

  • References

Chapter 4: Communication and Continuity in the Transition from Kindergarten to School

  • Problems to overcome

  • Transition activities

  • Teachers’ understanding of transition activities

  • Barriers

  • References

Chapter 5: Co-constructing Transition into Kindergarten and School by Children, Parents and Teachers

  • Theoretical background: multi-perspective transition approach of family development in a life-long perspective

  • Empirical background: two small-scale, quantitative and qualitative studies in Bavaria

  • Results

  • Conclusion

  • References

Chapter 6: Parents’ Views of Transition to School and Their Influence in This Process

  • Background

  • The context

  • The study

  • Choice of school

  • Knowledge about the school’s organisation and attitude to information

  • Comfort and well-being of the children

  • What functions best and worst?

  • Influence on learning

  • Quality in the new service and the way it works

  • What is problematic?

  • The parents’ influence on the content of the school

  • Discussion

  • References

Chapter 7: Teachers’ Perspectives of Transition

  • Research approach

  • Teachers’ perspective on facilitating transition

  • Final comments

  • Conclusion

  • References

Chapter 8: Perspectives on Children as Learners in the Transition to School

  • Ideologies of early education

  • Research on the children’s experience in pre-school and in primary

  • What account is taken of children’s voices?

  • Reflections on differing views of children at school entry: teachers, parents, children

  • References

Chapter 9: Planning Transition Programmes

  • Transition programmes

  • Evaluation

  • What some schools are doing

  • Overview

  • References

Chapter 10: Empowering Children for Transitions

  • Into the future

  • Skills and ‘qualifications’ for transition

  • Empowerment

  • Stories

  • Discussion

  • References

Chapter 11: Transitions Without School

  • Intrinsically motivated transitions

  • Self reliance or apron strings?

  • An assumption of autonomy

  • Coping with the unfamiliar

  • Conclusions

  • References

Chapter 12: Conclusions: Debating Transitions, Continuity and Progression in the Early Years

  • References

  • Further reading

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Tags: Aline Wendy Dunlop, Hilary Fabian, Debating Continuity, Progression