Partnering in the Periphery
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In this chapter data from a wider project that examined adult relationships as children make the transition to school is shared. It is argued that whilst it is important that educators and families work together to support children through the transition process, that this can be achieved in various ways. Data presented in this chapter demonstrates how a preschool educator and primary school educator came together with families to support children’s learning as they made the move to school. Whilst the families and educators did not work in what might be described as a “traditional partnership model” they were still able to come together to support the mathematical learning of children. This chapter details this process and offers a different way to conceptualise how families and educators might work together to support the learning of children as they make the transition to school. The chapter concludes by offering suggestions for future research.
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