Editorial
In our call for papers for this special issue on transitions in the early years, we highlighted the issue of respectful, reciprocal relationships and the importance of listening to communities whose voices had not been previously heard. The papers published here provide an opportunity to consider th...
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Online Access: | https://strathprints.strath.ac.uk/59640/ https://doi.org/10.1080/09575146.2014.982903 |
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ftustrathclyde:oai:strathprints.strath.ac.uk:59640 2024-04-28T08:25:41+00:00 Editorial Peters, Sally Dunlop, Aline-Wendy 2014-12-10 https://strathprints.strath.ac.uk/59640/ https://doi.org/10.1080/09575146.2014.982903 unknown Peters, Sally and Dunlop, Aline-Wendy <https://strathprints.strath.ac.uk/view/author/27438.html> (2014 <https://strathprints.strath.ac.uk/view/year/2014.html>) Editorial. Early Years <https://strathprints.strath.ac.uk/view/publications/Early_Years.html>, 34 (4). pp. 323-328. ISSN 1472-4421 Education Article PeerReviewed 2014 ftustrathclyde https://doi.org/10.1080/09575146.2014.982903 2024-04-10T01:06:55Z In our call for papers for this special issue on transitions in the early years, we highlighted the issue of respectful, reciprocal relationships and the importance of listening to communities whose voices had not been previously heard. The papers published here provide an opportunity to consider these issues through new lenses, providing perspectives which include different sectors of early education; geograph- ical variations across urban, rural and remote communities; children's experiences across age groups, within settings and between home and centre; structural, curricular and professional priorities. It is possible to consider the implications of such emerging transitions issues – as identity, aspirations, agency, power, structure and relational approaches – for policy, pedagogy and partnership. The inspiration for this special edition came from the two guest editors' involvement in a four-year (2103–2016) five-country International Research Staff Exchange Scheme (IRSES) project focused on Pedagogies of Educational Transi- tions [POET]. Funded by Marie Curie in Europe and the Royal Society in New Zealand, POET provides a platform for the sharing of research expertise between researchers from the University of Waikato in New Zealand, Mälardalen University in Sweden, Scotland's University of Strathclyde, the University of Iceland and Australia's Charles Sturt University. The POET project highlighted international interest in aspects of transitions research, something that was reinforced by the response to the call for papers for this journal. The resulting collection draws on research from Australia, Canada, Finland, Germany and Iceland. Article in Journal/Newspaper Iceland University of Strathclyde Glasgow: Strathprints Early Years 34 4 323 328 |
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University of Strathclyde Glasgow: Strathprints |
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ftustrathclyde |
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unknown |
topic |
Education |
spellingShingle |
Education Peters, Sally Dunlop, Aline-Wendy Editorial |
topic_facet |
Education |
description |
In our call for papers for this special issue on transitions in the early years, we highlighted the issue of respectful, reciprocal relationships and the importance of listening to communities whose voices had not been previously heard. The papers published here provide an opportunity to consider these issues through new lenses, providing perspectives which include different sectors of early education; geograph- ical variations across urban, rural and remote communities; children's experiences across age groups, within settings and between home and centre; structural, curricular and professional priorities. It is possible to consider the implications of such emerging transitions issues – as identity, aspirations, agency, power, structure and relational approaches – for policy, pedagogy and partnership. The inspiration for this special edition came from the two guest editors' involvement in a four-year (2103–2016) five-country International Research Staff Exchange Scheme (IRSES) project focused on Pedagogies of Educational Transi- tions [POET]. Funded by Marie Curie in Europe and the Royal Society in New Zealand, POET provides a platform for the sharing of research expertise between researchers from the University of Waikato in New Zealand, Mälardalen University in Sweden, Scotland's University of Strathclyde, the University of Iceland and Australia's Charles Sturt University. The POET project highlighted international interest in aspects of transitions research, something that was reinforced by the response to the call for papers for this journal. The resulting collection draws on research from Australia, Canada, Finland, Germany and Iceland. |
format |
Article in Journal/Newspaper |
author |
Peters, Sally Dunlop, Aline-Wendy |
author_facet |
Peters, Sally Dunlop, Aline-Wendy |
author_sort |
Peters, Sally |
title |
Editorial |
title_short |
Editorial |
title_full |
Editorial |
title_fullStr |
Editorial |
title_full_unstemmed |
Editorial |
title_sort |
editorial |
publishDate |
2014 |
url |
https://strathprints.strath.ac.uk/59640/ https://doi.org/10.1080/09575146.2014.982903 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
Peters, Sally and Dunlop, Aline-Wendy <https://strathprints.strath.ac.uk/view/author/27438.html> (2014 <https://strathprints.strath.ac.uk/view/year/2014.html>) Editorial. Early Years <https://strathprints.strath.ac.uk/view/publications/Early_Years.html>, 34 (4). pp. 323-328. ISSN 1472-4421 |
op_doi |
https://doi.org/10.1080/09575146.2014.982903 |
container_title |
Early Years |
container_volume |
34 |
container_issue |
4 |
container_start_page |
323 |
op_container_end_page |
328 |
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1797585409432092672 |