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Continuity and Change as Children Start School

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Pedagogies of Educational Transitions

Abstract

While there has been much discussion – theoretically, conceptually and practically – about addressing discontinuity and promoting continuity at times of educational transition, less attention has been given to examining what is meant by continuity and the rationale for its promotion. One of the implications of the focus on continuity has been less attention to the notions of change in transitions and the importance of balancing both continuity and change for those involved. In this chapter, we consider current positions and debates around continuity and change in educational transitions, particularly the transition to primary school. We draw on a range of theoretical and conceptual perspectives to explore these.

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Authors and Affiliations

  1. Charles Sturt University, Albury, NSW, Australia

    Sue Dockett

  2. University of Iceland, Reykjavik, Iceland

    Jóhanna Einarsdóttir

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  1. Sue Dockett
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  2. Jóhanna Einarsdóttir
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Correspondence to Sue Dockett .

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Editors and Affiliations

  1. University of Waikato, Hamilton, New Zealand

    Nadine Ballam

  2. Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University, Albury, New South Wales, Australia

    Bob Perry

  3. Mälardalen University, Västerås, Sweden

    Anders Garpelin

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Dockett, S., Einarsdóttir, J. (2017). Continuity and Change as Children Start School. In: Ballam, N., Perry, B., Garpelin, A. (eds) Pedagogies of Educational Transitions . International Perspectives on Early Childhood Education and Development, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-43118-5_9

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  • DOI: https://doi.org/10.1007/978-3-319-43118-5_9

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