Pedagogies of Educational Transitions : European and Antipodean Research / / edited by Nadine Ballam, Bob Perry, Anders Garpelin

• Record Nr.: UNINA9910255133203321
• Pubbl/distr/stampa: Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017
• Edizione: [1st ed. 2017.]
• Descrizione fisica: 1 online resource (XII, 298 p. 4 illus.)
• Collana: International Perspectives on Early Childhood Education and Development, , 2468-8754 ; ; 16
• Disciplina: 372.21
• Soggetti: Early childhood education; International education; Comparative education; Education and state; Early Childhood Education; International and Comparative Education; Educational Policy and Politics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: 1. International Perspectives on the Pedagogies of Educational Transitions; Nadine Ballam, Bob Perry and Anders Garpelin -- Part I: Diversity and Inclusion in Transition to School -- 2. Diversity and Pedagogies in Educational Transitions; Tina Hellblom-Thibblin and Helen Marwick -- 3. Bridging Transitions Through Cultural Understanding and Identity; Linda Mitchell, Amanda Bateman, Robyn Gerrity and Htwe Htwe Myint -- 4. Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives; Tina Hellblom-Thibblin, Gunilla Sandberg and Anders Garpelin -- 5. Collaboration in Transitions from Preschool: Young Children with Intellectual Disabilities; Jenny Wilder and Anne Lillvist -- Part II: Transition to School for Indigenous Children -- 6. Transition to School for Indigenous Children; Margie Hohepa and Leonie McIntosh -- 7. Māori Medium Education and Transition to School; Margie Hohepa and Vanessa Paki -- 8. A Social Justice View of Educators’ Conceptions ; of Aboriginal Children Starting School; Lysa Dealtry, Bob Perry and Sue Dockett -- Part III: Continuity and Change as Children Start School -- 9. Continuity and Change as Children Start School; Sue Dockett and Jóhanna Einarsdóttir -- 10. Educators’ Views on Transition: Influence on Daily Practice and Children’s Well-being in Preschool; Bryndís Garðarsdóttir and Sara Margrét Ólafsdóttir -- 11. Creating Continuity Through Children’s Participation: Evidence From Two Preschool Contexts; Kristin Karlsdóttir and Bob Perry -- 12. Contexts of Influence: Australian Approaches to Early Years Curriculum; Sue Dockett, Bob Perry and Jessamy Davies -- 13. Mathematics Learning Through Play: Educators’ Journeys; Bryndís Garðarsdóttir, Guðbjörg Pálsdóttir and Jóhanna Einarsdóttir -- Part IV: Borderlands, Bridges and Rites of Passage -- 14. Borderlands, Bridges and Rites of Passage; Sally Peters and Gunilla Sandberg -- 15. Educational Practices and Children’s Learning Journeys From Preschool to Primary School; Gunilla Sandberg, Kenneth Ekström, Tina Hellblom-Thibblin, Pernilla Kallberg and Anders Garpelin -- Part V: Into the Future -- 16. Transitions as a Tool for Change; Aline-Wendy Dunlop -- 17. Pedagogies of Educational Transitions: Current Emphases and Future Directions; Sue Dockett, Bob Perry, Anders Garpelin, Johanna Einarsdóttir, Sally Peters and Aline-Wendy Dunlop. .
• Sommario/riassunto: 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.