Download Transitions in the Early Years: Debating Continuity and by Aline-Wendy Dunlop, Hilary Fabian PDF

By Aline-Wendy Dunlop, Hilary Fabian

By the point children input statutory schooling, they could have already attended a few diversified academic settings, from access to staff settings open air domestic, to becoming a member of playgroup or nursery university. every one of those reviews is probably going to impact kid's capability to regulate and to learn.This booklet makes a speciality of kid's reviews of private and curricular transitions in early adolescence. The authors are all lecturers with foreign reputations within the box of early youth schooling. They draw on their examine in Europe, Australasia and the united states to think about matters such as:*the optimal atmosphere and acceptable pedagogy for younger kid's learning*how little ones, mom and dad and educators take care of the transition from domestic to the 1st academic settings*the ways that execs can greater help and empower little ones in transitionThe views of kids, mom and dad and early years educators are all thought of and case examine examples are used throughout.This publication could be crucial interpreting for an individual enthusiastic about operating with teenagers and their households, together with scholars on early years classes, early years practitioners and early years coverage makers.

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Additional info for Transitions in the Early Years: Debating Continuity and Progression for Children in Early Education

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What are some promising strategies to promote links between home and ECEC and between ECEC and schools? The chapter provides diverse country examples to illustrate approaches to facilitating transitions in four main areas: (1) structural continuity; (2) pedagogical and programme continuity; (3) professional continuity; and (4) continuity with the home. Main transition issues Within the context of expansion and improvement of ECEC policy and provision, there has been growing attention to the coherence of children’s early development and learning on a given day and over time.

Although ‘education’ and ‘care’ services are still administratively divided, the appointment of a political leader with policy responsibility for all children under twelve favours co-ordinated policy development in the French Community. In Denmark, an Inter-Ministerial Committee on Children was set up in 1987 as an interdisciplinary body of fifteen Ministries with responsibility for matters relating to children and families. Chaired by the Ministry of Social Affairs, the main objective of the committee is to create coherence in areas relating to children and families and to promote cross-sector initiatives to improve the living conditions for children and young persons.

Both professional groups may perceive increased co-operation as a threat to their different ways of working with children. The early childhood community has been concerned that more collaboration with the schools will lead to a downward pressure from the primary schools leading to a more narrow focus on literacy and numeracy. At the same time, many primary teachers are worried about the children who are not ‘prepared’ for formal schooling, and feel that pre-schools could benefit from a more educational focus.

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