My interest in starting school research, policy and practice is located in my wider interest in the continuity (or discontinuity) of children’s lives, in which key transitions are potential points of stress that exemplify and illustrate differences in individual experience. From this perspective, I see school transition as a stage in a continuum, requiring research that looks to the years before starting school to explain what leads to a successful transition and to the years after to consider the long-term impact of this transition. In this chapter I consider the many theoretical and practical influences on my transition to school research and measure each of them against their impact on my work and the broader field.
|Title of host publication||Transitions to school - international research, policy and practice|
|Editors||Bob Perry, Sue Dockett, Anne Petriwskyj|
|Place of Publication||Dordrecht|
|Publisher||Springer, Springer Nature|
|Number of pages||14|
|Publication status||Published - 2014|
|Name||International perspectives on early childhood education and development|