Editorial

Abstract

In our call for papers for this special issue on transitions in the early years, we highlighted the issue of respectful, reciprocal relationships and the importance of listening to communities whose voices had not been previously heard. The papers published here provide an opportunity to consider these issues through new lenses, providing perspectives which include different sectors of early education; geograph- ical variations across urban, rural and remote communities; children's experiences across age groups, within settings and between home and centre; structural, curricular and professional priorities. It is possible to consider the implications of such emerging transitions issues – as identity, aspirations, agency, power, structure and relational approaches – for policy, pedagogy and partnership. The inspiration for this special edition came from the two guest editors' involvement in a four-year (2103–2016) five-country International Research Staff Exchange Scheme (IRSES) project focused on Pedagogies of Educational Transi- tions [POET]. Funded by Marie Curie in Europe and the Royal Society in New Zealand, POET provides a platform for the sharing of research expertise between researchers from the University of Waikato in New Zealand, Mälardalen University in Sweden, Scotland's University of Strathclyde, the University of Iceland and Australia's Charles Sturt University. The POET project highlighted international interest in aspects of transitions research, something that was reinforced by the response to the call for papers for this journal. The resulting collection draws on research from Australia, Canada, Finland, Germany and Iceland

Teachers’ perceptions of successful transition to school for children with and without Downs Syndrome in the UAE and England

“…Transition to school research has largely been conducted in America (Rosenkoetter & Rosenkoetter, 1983), the UK (Katz, 2010;Fabian & Dunlop, 2007;Peters & Dunlop, 2014) and Australia (Dockett & Perry, 2004). Britto & Limlingan (2012) stress the importance of conducting research on starting school cross-culturally in their publication for UNICEF.…”

Teachers’ Perceptions on the Relationship between Social Competence and Reading Skills Acquisition in Primary School Pupils

“…According to Hayes (2013), perception is an important factor influencing early educational practices. In his study on perspectives of preschool teachers in Australia, Peters (2002) found that teachers perceived social competence skills as the most important factor for the development of practical skills related to independence, self-help, ability to listen, ability to read, sit still as well as taking turns; which have a positive link with reading skills acquisition. Gresham, Elliott, and Black (1987) contend that the type of social competence skills perceived by teachers as critical for the pupil's academic success has implications for their selection of skills to teach.…”

Teachers’ expectations of children with Down Syndrome starting school in the United Arab Emirates or United Kingdom

“…Transition to school research has largely been conducted in America (Rosenkoetter & Rosenkoetter, 1983), the UK (Katz, 2010;Peters & Dunlop, 2014) and Australia (Dockett & Perry, 2004). Britto & Limlingan (2012)…”