International Perspectives on Transition to School
Routledge (Verlag)
978-0-415-53613-4 (ISBN)
With increasing attention given by governments and policy makers to children’s transition to school, and the associated need for educators, families and communities to be supported in the process, changes are often required to existing structures and pedagogy.
This book is framed around the notion of transition as a time of change for those involved in the transition process and as a time for reconceptualising beliefs, policy and practice.
It explores transition from a number of international perspectives and raises issues around the coherence of:
how children perceive and respond to starting school;
the roles and expectations of parents;
developmental changes for parents;
supporting children with diverse learning needs;
how policy, curriculum and pedagogy are conceived and implemented.
Readers will be informed about current practices and issues arising out of research in Europe, Scandinavia, the United Kingdom and Australia and will be stimulated to consider how they can change their own transition beliefs, policies and practices.
Transition to school: Contemporary Perspectives and Change is essential reading for researchers and educators and anyone wanting to know more about the transition to school and how to support young children, their families and schools.
Kay Margetts is Associate Professor in Early Childhood Studies, and Director of International Baccalaureate Programs in the Melbourne Graduate School of Education at the University of Melbourne, Australia. Anna Kienig is Assistant Professor in Developmental Psychology, Deputy Dean for Student Affairs and Coordinator of International Programs (Socrates/Erasmus) at the University of Bialystock, Poland.
List of Contributors Forward 1. Introduction POLICY AND PRACTICE 2. The Transition From Preschool To Primary School In Ireland: A Time Of Change 3. Curriculum As A Tool For Change In Transitions Practices/Transitions Practices As A Tool For Changing Curriculum 4. Starting School In Scotland: Policy, Practice And Research Regarding Transition To Primary School 5. Contemporary Danish Perspectives: Towards A New Paradigm 6. Inclusion And Transition To School In Australia CHILDREN AND FAMILIES 7. Transition To School In Poland - New Challenges 8. Children’s Perspectives On Starting Primary School 9. What New Children Need To Know: Children’s Perspectives Of Starting School 10. The Role Of Family In The Transition To School 11. The Development of Parents in their First Child’s Transition to Primary School FRAMEWORKS FOR CO-CONSTRUCTING TRANSITIONS 12. Developing A Conceptual Framework For Transitions / Co-Constructing Transitions 13. Conclusion
| Erscheint lt. Verlag | 13.5.2013 |
|---|---|
| Zusatzinfo | 8 Tables, black and white; 1 Line drawings, black and white; 1 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 281 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik |
| ISBN-10 | 0-415-53613-8 / 0415536138 |
| ISBN-13 | 978-0-415-53613-4 / 9780415536134 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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