© 2017

Pedagogies of Educational Transitions

European and Antipodean Research

  • Nadine Ballam
  • Bob Perry
  • Anders Garpelin

Table of contents

  1. Front Matter
    Pages i-xii
  2. Nadine Ballam, Bob Perry, Anders Garpelin
    Pages 1-12
  3. Diversity and Inclusion in Transition to School

    1. Front Matter
      Pages 13-13
    2. Tina Hellblom-Thibblin, Helen Marwick
      Pages 15-27
    3. Linda Mitchell, Amanda Bateman, Robyn Gerrity, Htwe Htwe Myint
      Pages 29-42
  4. Transition to School for Indigenous Children

    1. Front Matter
      Pages 75-75
    2. Margie Hohepa, Leonie McIntosh
      Pages 77-93
    3. Margie Hohepa, Vanessa Paki
      Pages 95-111
  5. Continuity and Change as Children Start School

    1. Front Matter
      Pages 131-131
    2. Sue Dockett, Jóhanna Einarsdóttir
      Pages 133-150
    3. Bryndís Garðarsdóttir, Sara Margrét Ólafsdóttir
      Pages 151-165
    4. Sue Dockett, Bob Perry, Jessamy Davies
      Pages 183-202
    5. Bryndís Garðarsdóttir, Guðbjörg Pálsdóttir, Johanna Einarsdóttir
      Pages 203-220
  6. Borderlands, Bridges and Rites of Passage

    1. Front Matter
      Pages 221-221
    2. Sally Peters, Gunilla Sandberg
      Pages 223-237
    3. Gunilla Sandberg, Kenneth Ekström, Tina Hellblom-Thibblin, Pernilla Kallberg, Anders Garpelin
      Pages 239-253

About this book


This book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries. It examines, critically questions, and reshapes ideas and notions about children’s transitions to school. The book is divided into five parts, the first two of which emphasise diversity and inclusion, with Part II focusing solely on the transition to school for children from Indigenous cultures. Part III explores the notion of continuity, which has been widely debated in terms of its role in the transition to school. Part IV explores the transition to school through the notion of ‘crossing borders’. The final section of this book, Part V, includes ideas about future directions for work in the area of educational transitions, and presents the notion of transitions as a tool for change to policy, research and practice. The book concludes with a critical synthesis of the research outlined throughout, including recommendations regarding future research related to educational transitions.


educational transitions starting school pedagogies of educational transitions POET educational transitions - Indigenous social justice borderlands educational transitions - rites of passage educational transitions - continuity Australia Iceland New Zealand Scotland

Editors and affiliations

  • Nadine Ballam
    • 1
  • Bob Perry
    • 2
  • Anders Garpelin
    • 3
  1. 1.University of WaikatoHamiltonNew Zealand
  2. 2.Research Institute for Professional Practice, Learning and Education (RIPPLE)Charles Sturt UniversityAlburyAustralia
  3. 3.Mälardalen UniversityVästeråsSweden

Bibliographic information

  • Book Title Pedagogies of Educational Transitions
  • Book Subtitle European and Antipodean Research
  • Editors Nadine Ballam
    Bob Perry
    Anders Garpelin
  • Series Title International Perspectives on Early Childhood Education and Development
  • Series Abbreviated Title Int.persp.early childhood
  • DOI
  • Copyright Information Springer International Publishing Switzerland 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-3-319-43116-1
  • Softcover ISBN 978-3-319-82743-8
  • eBook ISBN 978-3-319-43118-5
  • Series ISSN 2468-8746
  • Series E-ISSN 2468-8754
  • Edition Number 1
  • Number of Pages XII, 298
  • Number of Illustrations 4 b/w illustrations, 0 illustrations in colour
  • Topics Early Childhood Education
    International and Comparative Education
    Educational Policy and Politics
  • Buy this book on publisher's site


“I find the book interesting and the authors raise some important issues related to the transition process that most countries are struggling with. As an anthology, one of the books’ strengths is to give a broad picture of the transition from different angles.” (Elisabeth Bjørnestad, Oslo and Akershus University College of Applied Sciences, Oslo, Norway)

“This manuscript makes an original contribution to the field of early childhood, pedagogy and transition research from policy through to practice covering Nordic, British and Antipodean research. Diversity and Inclusion in transition to school is particularly well written and conceptualized. All of the chapters in this section are thought provoking and rouse the reader into wanting to challenge accepted ideas concerning diversity, inclusive perspectives and traditional practices in relation to pedagogies associated with educational transitions.” (Megan Adams, Monash University, Berwick VIC, Australia)

“This is a very complete book with a very interesting structure and content.”(Inge Johansson, Stockholm University, Stockholm, Sweden)