Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Transition to school is an important process for all involved: children, parents, educators and others. This book presents comprehensive research from the Australian Starting School Research Project and other sources that should be of great value to researchers in early childhood education, practitioners in this field and early childhood teacher education students.

Education, Primary. --- New entrants (Education). --- Readiness for school. --- Education, Primary --- Readiness for school --- Theory & Practice of Education --- Education --- Social Sciences --- School readiness --- School grade placement --- School age (Entrance age) --- Children --- Primary education --- Early childhood education --- Education (Primary) --- Enseignement primaire --- Aptitude à la scolarité --- Aptitude à la scolarité

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This collection addresses issues related to families and transition, and pays special attention to the transition to school, the effect of this on the family, as well as the effect of the family on that transition. It celebrates the roles of families, locating them as integral partners in time of transition and identifying a variety of ways in which families and educators can work together with children to promote positive transitions. The book draws on a range of theoretical frameworks and research projects to provide multiple perspectives of family involvement in education, family-educator partnerships, the nature of collaboration, issues for families in marginalised or complex circumstances, as well as the multiple intersections of families and transition processes. The research projects reported range from in-depth case studies to the analysis of large-scale data sets and all have multiple messages for practitioners, policy makers and researchers as they seek ways to engage with families as their children start school.

Readiness for school. --- Early childhood education. --- School readiness --- Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Early Childhood Education. --- Educational Policy and Politics. --- Schools and Schooling. --- International and Comparative Education. --- Education --- Education, Primary --- School grade placement --- School age (Entrance age) --- Schools. --- Public institutions --- Public schools --- Child development. --- Education and state. --- International education . --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Child study --- Children --- Development, Child --- Developmental biology --- Global education --- Intellectual cooperation --- Internationalism --- Education, Comparative --- Government policy --- Development --- History

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book provides an important compilation and synthesis of current work in transition to school research. The book focuses strongly on the theoretical underpinnings of research in transition to school. It outlines key theoretical positions and connects those to the implications for policy and practice, thereby challenging readers to re-conceptualize their understandings, expectations and perceptions of transition to school. The exploration of this range of theoretical perspectives and the application of these to a wide range of research and research contexts makes this book an important and innovative contribution to the scholarship of transition to school research. A substantial part of the book is devoted to detailed examples of transition to school practice. These chapters provide innovative examples of evidence-based practice and contribute in turn, to practice-based evidence. The book is also devoted to considering policy issues and implications related to the transition to school. It records a genuine, collaborative effort to bring together a range of perspectives into a Transition to School Position Statement that will inform ongoing research, practice and policy. The collaborative, research, policy and practice based development of this position statement represents a world-first.

Teaching --- Educational sciences --- onderwijspolitiek --- onderwijs --- opvoeding

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Reflecting the importance of drawing on children's perspectives to shape professional practice, this book offers a nuanced approach to understanding the aims, implications and practicalities of accessing and incorporating children's perspectives in pedagogial practices relating to transitions. Listening to Children's Advice about Starting School and School Age Care: emphasises the importance of listening to and respecting children's perspectives at the time of their transitions to school and school age care; shares children's perspectives of the transition to school and school age care in ways that are both authentic and provocative; explores implications for practice as a consequence of children's input; provokes a deep level of critical reflection and practice/policy development that is informed by a dialogue between research and practice. Chapters report research conducted in seven different countries to highlight approaches that acknowledge and respect children's input, and use this as a basis for critical reflection on practice, with a view to improving the children's transition experiences. Using examples of practice and offering practical and theoretical insights, the book illustrates the multiplicity of children's perspectives, and prompts educators to reflect on and critique practice. This book will be invaluable reading for researchers, students, educators and practitioners involved in young children's transitions to school and school-age care. (bron: covertekst)

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book showcases the quality work that Latin American researchers have done on transition to school in Latin American countries by offering the English-speaking world, first-hand access to some Latin American transitions research, practices, and policies. This book shows the work carried out in countries such as Brazil, Chile, Cuba, and Mexico with regards to the way in which the transition to primary school is experienced from different stakeholders' perspectives, and how Latin American educational policies and cultural practices shape such an important process for stakeholders. This book was importantly framed by the COVID-19 pandemic which placed the world in a global health emergency, and it is our hope that this book will trigger future international collaborations between researchers, policy makers, and practitioners interested in transitions which could help produce a wealth of empirical evidence to inform educational policies and transitions practices across the world. Building networks where diverse experiences are valued and respected, as well as analysed, can help provide a platform that supports educators and researchers as they continue their work and branch out in new and challenging directions.

Sociology of education --- Sociology --- Teacher education. Teacher's profession --- Educational systems. Teaching systems --- Teaching --- Kindergarten --- Educational sciences --- vergelijkende pedagogiek --- onderwijspolitiek --- sociologie --- onderwijs --- kleuterdidactiek --- lerarenopleiding --- peuters --- onderwijsonderzoek --- lesgeven