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The Relation of Research on Readiness to Research/Practice of Transitions

  • Elizabeth Graue
  • June Reineke
Chapter
Part of the International perspectives on early childhood education and development book series (CHILD, volume 9)

Abstract

In the United States, transition has historically been seen as the bridge children cross when leaving home and entering formal schooling. Research prior to the 1990s studied transition by reporting and evaluating curriculum or program practices. Transitions were an individual event, experienced by a child and parents at the beginning of kindergarten. Individual schools or districts might design activities like an open house with the lyrical name of Kindergarten Roundup, but little was done systemically to conceptualise or theorise transitions. Instead, US early educators focused on readiness, a concept representing a child’s ability to benefit from schooling. The ensuing discussions often led to a skill-focused discourse about whether children were ready or not ready for kindergarten. Using critical constructionism, this chapter investigates these different focuses on children starting school.

Keywords

Head Start Early Learning Ready School Early Childhood Program Transition Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.University of WisconsinMadisonUSA
  2. 2.Winona State UniversityWinonaUSA

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