International Perspectives on Transition to School (eBook, PDF)

Reconceptualising beliefs, policy and practice
Redaktion: Margetts, Kay; Kienig, Anna

• Format: PDF

Produktbeschreibung

This book is framed around the notion of transition as a time of change for those involved in the transition process, and as a time for reconceptualising beliefs, policy and practice. It explores transition from a number of international perspectives. Readers will be stimulated to consider how they can change their own transition beliefs, policies and practices.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 176
• Erscheinungstermin: 7. Juni 2013
• Englisch
• ISBN-13: 9781136279966
• Artikelnr.: 39042200

Autorenporträt

Kay Margetts is Associate Professor in Early Childhood Studies, and Director of International Baccalaureate Programs in the Melbourne Graduate School of Education at the University of Melbourne, Australia. Anna Kienig is Assistant Professor in Developmental Psychology, Deputy Dean for Student Affairs and Coordinator of International Programs (Socrates/Erasmus) at the University of Bialystock, Poland.

Inhaltsangabe

List of Contributors Forward 1. Introduction POLICY AND PRACTICE 2. The Transition From Preschool To Primary School In Ireland: A Time Of Change 3. Curriculum As A Tool For Change In Transitions Practices/Transitions Practices As A Tool For Changing Curriculum 4. Starting School In Scotland: Policy, Practice And Research Regarding Transition To Primary School 5. Contemporary Danish Perspectives: Towards A New Paradigm 6. Inclusion And Transition To School In Australia CHILDREN AND FAMILIES 7. Transition To School In Poland - New Challenges 8. Children
s Perspectives On Starting Primary School 9. What New Children Need To Know: Children
s Perspectives Of Starting School 10. The Role Of Family In The Transition To School 11. The Development of Parents in their First Child
s Transition to Primary School FRAMEWORKS FOR CO-CONSTRUCTING TRANSITIONS 12. Developing A Conceptual Framework For Transitions / Co-Constructing Transitions 13. Conclusion