International perspectives on the pedagogies of educational transitions
There has been a great deal written recently about children starting school, particularly primary school. All of the stakeholders in these transitions to school have been considered, along with matters of readiness – for child, family, educators, schools, and communities; adjustment and adaptation;...
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ftunivwaikato:oai:researchcommons.waikato.ac.nz:10289/10786 2023-05-15T16:50:30+02:00 International perspectives on the pedagogies of educational transitions Ballam, Nadine Dawn Perry, Bob Garpelin, Anders Ballam, Nadine Dawn Perry, Bob Garpelin, Anders 2017 17 application/pdf https://hdl.handle.net/10289/10786 https://doi.org/10.1007/978-3-319-43118-5_1 en eng Springer Pedagogies of Educational Transitions: European and Antipodean Research Ballam, N. D., Perry, B., & Garpelin, A. (2017). International perspectives on the pedagogies of educational transitions. In N. D. Ballam, B. Perry, & A. Garpelin (Eds.), Pedagogies of Educational Transitions: European and Antipodean Research (Vol. 16, pp. 1–12). Dordrecht, Netherlands: Springer. http://doi.org/10.1007/978-3-319-43118-5_1 978-3-319-43116-1 https://hdl.handle.net/10289/10786 doi:10.1007/978-3-319-43118-5_1 This is an author’s accepted version of an article published in the book: Pedagogies of Educational Transitions: European and Antipodean Research. © 2017 Springer International Publishing Switzerland. The final publication is available at Springer via dx.doi.org/ 10.1007/978-3-319-43118-5_1 Chapter in Book 2017 ftunivwaikato https://doi.org/10.1007/978-3-319-43118-5_1 2022-10-04T17:11:02Z There has been a great deal written recently about children starting school, particularly primary school. All of the stakeholders in these transitions to school have been considered, along with matters of readiness – for child, family, educators, schools, and communities; adjustment and adaptation; continuity and change in curricula and learning; and the opportunities, aspirations, expectations and entitlements encompassed in the transformation of roles involved. As the children move from their prior-to-school experiences – preschool, child care, home, other out-of-home care – to school, they experience many changes. One of these is often a change from a primarily play-based pedagogical approach in the prior-to-school setting to perhaps a more structured, even formal pedagogy in school. But what about the pedagogies of the transitions themselves? Children do not stop learning and teachers do not stop teaching as children are in the process of transition to school. There are pedagogies of transition employed. This book explores these pedagogies through the work of an international alliance of transitions to school researchers from five countries – Iceland, Scotland and Sweden (European) and Australia and New Zealand (Antipodean). This alliance is named Pedagogies of Educational Transitions - POET. Book Part Iceland The University of Waikato: Research Commons New Zealand 1 12 |
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The University of Waikato: Research Commons |
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ftunivwaikato |
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English |
description |
There has been a great deal written recently about children starting school, particularly primary school. All of the stakeholders in these transitions to school have been considered, along with matters of readiness – for child, family, educators, schools, and communities; adjustment and adaptation; continuity and change in curricula and learning; and the opportunities, aspirations, expectations and entitlements encompassed in the transformation of roles involved. As the children move from their prior-to-school experiences – preschool, child care, home, other out-of-home care – to school, they experience many changes. One of these is often a change from a primarily play-based pedagogical approach in the prior-to-school setting to perhaps a more structured, even formal pedagogy in school. But what about the pedagogies of the transitions themselves? Children do not stop learning and teachers do not stop teaching as children are in the process of transition to school. There are pedagogies of transition employed. This book explores these pedagogies through the work of an international alliance of transitions to school researchers from five countries – Iceland, Scotland and Sweden (European) and Australia and New Zealand (Antipodean). This alliance is named Pedagogies of Educational Transitions - POET. |
author2 |
Ballam, Nadine Dawn Perry, Bob Garpelin, Anders |
format |
Book Part |
author |
Ballam, Nadine Dawn Perry, Bob Garpelin, Anders |
spellingShingle |
Ballam, Nadine Dawn Perry, Bob Garpelin, Anders International perspectives on the pedagogies of educational transitions |
author_facet |
Ballam, Nadine Dawn Perry, Bob Garpelin, Anders |
author_sort |
Ballam, Nadine Dawn |
title |
International perspectives on the pedagogies of educational transitions |
title_short |
International perspectives on the pedagogies of educational transitions |
title_full |
International perspectives on the pedagogies of educational transitions |
title_fullStr |
International perspectives on the pedagogies of educational transitions |
title_full_unstemmed |
International perspectives on the pedagogies of educational transitions |
title_sort |
international perspectives on the pedagogies of educational transitions |
publisher |
Springer |
publishDate |
2017 |
url |
https://hdl.handle.net/10289/10786 https://doi.org/10.1007/978-3-319-43118-5_1 |
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New Zealand |
geographic_facet |
New Zealand |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
Pedagogies of Educational Transitions: European and Antipodean Research Ballam, N. D., Perry, B., & Garpelin, A. (2017). International perspectives on the pedagogies of educational transitions. In N. D. Ballam, B. Perry, & A. Garpelin (Eds.), Pedagogies of Educational Transitions: European and Antipodean Research (Vol. 16, pp. 1–12). Dordrecht, Netherlands: Springer. http://doi.org/10.1007/978-3-319-43118-5_1 978-3-319-43116-1 https://hdl.handle.net/10289/10786 doi:10.1007/978-3-319-43118-5_1 |
op_rights |
This is an author’s accepted version of an article published in the book: Pedagogies of Educational Transitions: European and Antipodean Research. © 2017 Springer International Publishing Switzerland. The final publication is available at Springer via dx.doi.org/ 10.1007/978-3-319-43118-5_1 |
op_doi |
https://doi.org/10.1007/978-3-319-43118-5_1 |
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