International perspectives on the pedagogies of educational transitions

Simple item page
dc.contributor.authorBallam, Nadine Dawnen_NZ
dc.contributor.authorPerry, Boben_NZ
dc.contributor.authorGarpelin, Andersen_NZ
dc.contributor.editorBallam, Nadine Dawnen_NZ
dc.contributor.editorPerry, Boben_NZ
dc.contributor.editorGarpelin, Andersen_NZ
dc.date.accessioned2016-12-04T23:16:13Z
dc.date.available2017en_NZ
dc.date.available2016-12-04T23:16:13Z
dc.date.issued2017en_NZ
dc.description.abstractThere 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.en_NZ
dc.format.extent17en_NZ
dc.format.mimetypeapplication/pdf
dc.identifier.citationBallam, 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_1en
dc.identifier.doi10.1007/978-3-319-43118-5_1en_NZ
dc.identifier.isbn978-3-319-43116-1en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/10786
dc.language.isoen
dc.publisherSpringeren_NZ
dc.relation.isPartOfPedagogies of Educational Transitions: European and Antipodean Researchen_NZ
dc.rightsThis 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
dc.titleInternational perspectives on the pedagogies of educational transitionsen_NZ
dc.typeChapter in Book
pubs.begin-page1
pubs.elements-id143619
pubs.end-page12
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/FEDU
pubs.organisational-group/Waikato/FEDU/Te Oranga School of Human Development and Movement Studies
pubs.place-of-publicationDordrecht, Netherlandsen_NZ
pubs.publication-statusPublisheden_NZ
pubs.volume16en_NZ
uow.identifier.chapter-no1
uow.verification.statusverified
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Ch 1 International Perspectives on the Pedagogies of Educational Transitions.pdf
Size:
424.49 KB
Format:
Adobe Portable Document Format
Description:
Accepted version
Thumbnail Image
Name: Ch 1 International Perspectives on the Pedagogies of Educational Transitions.pdf
Size: 424.49 KB
Kind: Adobe PDF
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Research Commons Deposit Agreement 2016.txt
Size:
263 B
Format:
Unknown data format
Description:
Name: Research Commons Deposit Agreement 2016.txt
Size: 263 B
Kind: Unknown
Collections
Education Papers