Small Steps to Starting School

Fabian, Hilary

doi:10.1080/09669760050046183

Cited by 21 publications

(20 citation statements)

References 3 publications

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“…O'Donnell & Zammit, 2008) that there is very little research which focuses on the transition to postgraduate study particularly, despite a wealth of literature surrounding other educational transitions. For example, transition into school has highlighted the different practices which construct nursery or kindergarten education versus that of the primary school, specifically the shift in emphasis to the pursuit of a curriculum (Hännikäinen & Rasku-Puttonen, 2010) which presents a different set of challenges for both children and teachers (see also Fabian, 2000 andDocket &Perry, 2004). In the UK, Hargreaves and Galton (2002) have focused on the transition (often referred to as transfer in their work) from primary to secondary school and once again the very different practices which construct study and participation in the different institutions has demonstrated the task which faces new secondary school students.…”

mentioning

confidence: 99%

Transition to postgraduate study: postgraduate ecological systems and identity

Tobbell

O'Donnell

2013

Cambridge Journal of Education

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This paper explores and examines the distal and proximal systems which construct social science postgraduate study in the UK and analyses the emergent identities of postgraduate students as they negotiate the multiple and interacting practices in their transition to study. The data represent part of a one year research project, funded by the Higher Education Academy, in which staff and students from five UK universities participated. The paper takes a socio-cultural perspective and situates staff and students in the wider macro context of policy and practice surrounding postgraduate study as well as exploring the micro processes which construct the proximal experience of the transition. We argue that the silence surrounding postgraduate transition in the literature must be addressed in light of existing literature and the present research both of which suggest that the systems which construct postgraduate study are complex and challenging to students, who do not always receive the support they require. We discuss the practices which implicitly assume expertise in postgraduate students in contrast to student self-identification as confused and struggling. Commonalities with other educational transitions are identified but we argue that there are distinct aspects to postgraduate transition which require greater breadth of research with both successful and unsuccessful postgraduate students.

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mentioning

confidence: 99%

Transition to postgraduate study: postgraduate ecological systems and identity

Tobbell

O'Donnell

2013

Cambridge Journal of Education

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“…Some parents also showed awareness of social and emotional issues related to their children being in large groups or having difficulty separating from parents. Socio-emotional and behavioural skills have been found to be critically important in children's adjustment to school (Fabian, 2000;Margetts, 2003). Children in the study proclaimed their happiness about leaving preschool and home as they were viewed as of less importance than formal schools.…”

Section: Discussionmentioning

confidence: 90%

“…Furthermore, not all children attend preschool and not all schools have Grade R, and concerns are raised about possible disadvantages to these children. However, these deficits can be ameliorated in part when children they have strong parental encouragement and support for their learning (Moletsane, 2004;Senosi, 2004) and are supported in their transition to school (Fabian, 2000;Margetts, 2003).…”

Section: Early Childhood In South Africamentioning

confidence: 99%

“…This often involves the reorganisation of both the inner life and external behaviours of the child as they move away from preschool, separate from parents, and finally become incorporated into the new school, accepting and adopting the culture of the new school (Dockett & Perry, 2003;Fabian, 2000;Margetts, 2002). The values, attitudes and culture of the child, and of the family and the school, affect and shape the way the child will to adapt to the new school.…”

Section: How Do Children Experience Transition?mentioning

confidence: 99%

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Transition of children from preschool and home contexts to grade 1 in two township primary schools in South Africa

Margetts

Phatudi

2013

European Early Childhood Education Research Journal

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Abstract:In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (ECD) has been an instrumental policy in the development of changes to assist in preparing children for formal schooling, along with a strong focus on early childhood education. However the extent to which these are being enacted is relatively unknown. This study investigated understandings and practices of stakeholders involved in the transition of children moving from preschool or home into primary school in South Africa. A case study approach was adopted focusing on two schools situated in economically disadvantaged provinces of South Africa. School principals and teachers were interviewed to determine their knowledge of, and relationships with preschools, and practices around school transition. Grade 1 teachers were also asked about the factors influencing children's transition to school. Parents were asked about their views of transition and how their children were supported as they started school. Taking note of the children's own voices was imperative in determining how they experienced transition to school. While case study findings cannot be generalised, the results suggest that much needs to be done to increase awareness of early childhood education and for the government to move beyond universal accessibility to ensuring the quality of provision at the local level.Résumé: En Afrique du Sud, l'élaboration du Livre blanc n° 5 de 2001 sur le Développement de la petite enfance (DPE) constitue une politique essentielle dans le cadre de l'élaboration de nouvelles orientations pour préparer les enfants pour l'enseignement formel, mettant un fort accent sur le développement de la petite enfance. Toutefois, l'étendue de l'application de ces mesures est relativement peu connue. La présente étude s'est penchée sur les entendements et les pratiques mis en oeuvre par les partenaires impliqués dans la transition des enfants de la maternelle ou du foyer vers l'école primaire en Afrique du Sud. La méthode des cas a été adoptée pour étudier deux écoles situées dans des provinces économiquement défavorisées en Afrique du Sud. Des directeurs d'école et des instituteurs ont été interviewés pour établir leurs rapports avec les maternelles et les pratiques autour de la transition vers la scolarisation. Les instituteurs de la première année du primaire ont également été interrogés sur les éléments ayant une incidence sur la transition vers la scolarisation. Les parents ont été interrogés sur leurs vues concernant la transition et le soutien fourni aux enfants en début de scolarisation. Il était important de prendre en compte les opinions des enfants eux-mêmes pour établir comment ils vivaient cette transition. Bien qu'il n'est pas possible de généraliser à partir des constations d'études de cas, les résultats suggèrent que beaucoup reste à faire dans le cadre de la sensibilisation au développement de la petite enfance et l'État doit, au-delà de l'accessibilité universelle, assurer une prestation au niveau local de meilleur...

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“…Many discontinuities could be predicted: physical location, peer and carer relationships, social and academic expectations and levels of control. The goal of a successful transition might be constructed as individual students and pupils coming to terms with such discontinuities and learning to manage those (Fabian, 2000). Other frameworks that have been used to explain the transition from primary to secondary school include the ecological theory (La Paro, Pianta & Cox, 2000), socio-cultural perspective (Petriwskyj, Thorpe & Tayler, 2005).…”

Section: Theoretical Frameworkmentioning

confidence: 99%