Overview
- Reflects how the transition to school is conceptualised by current international scholars
- Provides strong input to the field of pedagogies of educational transitions
- Is the product of the Pedagogies of Educational Transitions (POET) international alliance
- Discusses educational transitions for diverse groups, including Indigenous children and families
- Includes supplementary material: sn.pub/extras
Part of the book series: International Perspectives on Early Childhood Education and Development (CHILD, volume 16)
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Table of contents (17 chapters)
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Into the Future
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Front Matter
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Back Matter
Keywords
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.
Reviews
“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)
Editors and Affiliations
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
DOI: https://doi.org/10.1007/978-3-319-43118-5
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing Switzerland 2017
Hardcover ISBN: 978-3-319-43116-1Published: 11 October 2016
Softcover ISBN: 978-3-319-82743-8Published: 27 June 2018
eBook ISBN: 978-3-319-43118-5Published: 04 October 2016
Series ISSN: 2468-8746
Series E-ISSN: 2468-8754
Edition Number: 1
Number of Pages: XII, 298
Number of Illustrations: 4 b/w illustrations
Topics: Early Childhood Education, International and Comparative Education, Educational Policy and Politics