An Empirical Approach to Preparing Children for Starting School
Exploring the Relationships between Parents, Practitioners and Teachers
Seiten
2019
Routledge (Verlag)
978-1-138-60751-4 (ISBN)
Routledge (Verlag)
978-1-138-60751-4 (ISBN)
This book will draw upon the findings of empirical research, which explored parents’, ECEC practitioners’ and teachers’ beliefs about the nature of children’s school readiness and the relationships between them as they prepared and supported children during the transition to school.
This book presents an exploration of the beliefs held by parents, Early Childhood Education and Care (ECEC) practitioners and teachers and their relationships during children’s transition to school. This exploration was prompted by the author’s observations that the relationships between ECEC practitioners and teachers became increasingly strained when the term school readiness was introduced to the EYFS.
Drawing on the findings of empirical research, the book presents the four qualities of relationships between parents, ECEC practitioners and teachers during children’s transition to school. Unlike many current texts, this book extends the transition to include the phases of preparation and adjustment and explores how the qualities of relationships between parents, ECEC practitioners and teachers can change throughout thephases of the transition. The conceptual framework, ‘The Relational Transition to School’ is developed and is a useful tool for researchers and those working together to explore the qualities of relationships between those supporting children during a transition.
An Empirical Approach to Preparing Children for Starting School will be of great interest to researchers, academics and postgraduate students in the field of early childhood education, as well as those training to be early years practitioners.
This book presents an exploration of the beliefs held by parents, Early Childhood Education and Care (ECEC) practitioners and teachers and their relationships during children’s transition to school. This exploration was prompted by the author’s observations that the relationships between ECEC practitioners and teachers became increasingly strained when the term school readiness was introduced to the EYFS.
Drawing on the findings of empirical research, the book presents the four qualities of relationships between parents, ECEC practitioners and teachers during children’s transition to school. Unlike many current texts, this book extends the transition to include the phases of preparation and adjustment and explores how the qualities of relationships between parents, ECEC practitioners and teachers can change throughout thephases of the transition. The conceptual framework, ‘The Relational Transition to School’ is developed and is a useful tool for researchers and those working together to explore the qualities of relationships between those supporting children during a transition.
An Empirical Approach to Preparing Children for Starting School will be of great interest to researchers, academics and postgraduate students in the field of early childhood education, as well as those training to be early years practitioners.
Karen Wickett is a lecturer and joint programme lead for the BA Early Childhood Studies programme, at the University of Plymouth. Her lecturing and research builds on thirty years leading and working in a range of ECEC settings.
Acknowledgements
Foreword
Chapter 1. Introducing the Research
Chapter 2. Education Policies - Convergences and Divergences
Chapter 3. Perspectives of ‘Readiness’ and ‘Transition’
Chapter 4. The Role of Families in Education Policy
Chapter 5. Local Knowledge in Shaping Relationships and Practices
Chapter 6. Relationships between those Involved in Preparing Children for School
Chapter 7. Relationships After the Move as Children Adjust to School
Chapter 8. Creating Contexts for Different Relationships and Ways of Working
| Erscheinungsdatum | 18.07.2019 |
|---|---|
| Reihe/Serie | Routledge Research in Early Childhood Education |
| Zusatzinfo | 11 Tables, black and white; 14 Line drawings, black and white; 14 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 340 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 1-138-60751-7 / 1138607517 |
| ISBN-13 | 978-1-138-60751-4 / 9781138607514 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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