Reflecting the importance of drawing on children’s perspectives to shape professional practice, this book offers a nuanced approach to understanding the aims, implications and practicalities of accessing and incorporating children’s perspectives in pedagogial practices relating to transitions. Listening to Children’s Advice about Starting School and School Age Care:
Chapters report research conducted in seven different countries to highlight approaches that acknowledge and respect children’s input, and use this as a basis for critical reflection on practice, with a view to improving the children’s transition experiences. Using examples of practice and offering practical and theoretical insights, the book illustrates the multiplicity of children’s perspectives, and prompts educators to reflect on and critique practice.
This book will be invaluable reading for researchers, students, educators and practitioners involved in young children’s transitions to school and school-age care.
Foreword: introduction to the EECERA Book Series by Chris Pascal and Tony Bertram
About the Contributors and Editors
Chapter 1 Children’s perspectives of transition to school: Exploring possibilities - Jóhanna Einarsdóttir, Sue Dockett, Bob Perry
Chapter 2 Communities of children in the transition from kindergarten to school - Anja Hvidtfeldt Stanek
Chapter 3 Children's agency in transition experiences: Understanding possibilities and challenges - Daniela Jadue
Chapter 4 Transitions as a two-way window: Separation and adjustment in transition through the eyes of children starting school - Helena Ackesjö
Chapter 5 Different transitions: Children’s different experiences of the transition to school - Lina Lago
Chapter 6 Following children’s advice on transitions from preschool to primary school - Sara M. Ólafsdóttir, Jóhanna Einarsdóttir
Chapter 7 Children’s views on their learning in preschool and school – Reflections and influence on practice - Stig Broström
Chapter 8 Connecting school and leisure-time centre: Children as brokers - Kolbrún Þorbjörg Pálsdóttir
Chapter 9 Children’s voices as a bridge between educators in kindergarten and teachers in primary school: Potential of children’s perspectives to support professional development - Petra Büker, Julia Höke
Chapter 10 Children’s voices about transition processes: Strategic adaptation and civic resilience - Julia Oliveira Formosinho, Joao Formosinho
Chapter 11 From research to practice: Continuing the conversation - Sue Dockett, Bob Perry, Jóhanna Einarsdóttir
Written in association with the European Early Childhood Education Research Association (EECERA), titles in this series will reflect the latest developments and most current research and practice in early childhood education on a global level. Feeding into and supporting the further development of the discipline as an exciting and urgent field of research and high academic endeavour, the series carries a particular focus on knowledge and reflection, which has huge relevance and topicality for those at the front line of decision making and professional practice.
Rather than following a linear approach of research to practice, this series offers a unique fusion of research, theoretical, conceptual and philosophical perspectives, values and ethics, and professional practice, which has been termed ‘Ethical Praxis’.