Multiple Perspectives on Continuity in Early Learning and the Transition to School.

Abstract

This paper presents the findings of a New Zealand study that explores the transition experiences of a range of children, their families, and their early childhood and primary school teachers, through interviews and detailed observations in early childhood centres and new entrant classrooms. The participants include seven case study children and their families who were visited a number of times from when the children were four-years-old until they turned eight. The paper examines the multiple perspectives on transition issues and highlights both the diversity in views and experiences, and some common themes and issues. Exploring the nature of the transition from early childhood to school leads us into broader debates about continuity, learning and the nature education in early childhood and at school. The paper considers the implications of the research for practice at both the early childhood and beginning school level. Paper presented at "Complexity, diversity and multiple perspectives in early childhood " Tenth

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