The Answer Is Readiness- Now What Is the Question?

Graue, Elizabeth

doi:10.1207/s15566935eed1701_3

Cited by 95 publications

(72 citation statements)

References 4 publications

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“…Many years of transitions research have presented ideas including readiness (Dockett and Perry 2009;Graue 2006;Graue and Reineke 2014), continuity (Brooker 2008;Einarsdóttir 2007), adjustment (Margetts 2014) and adaptation (Woodhead and Brooker 2008). All of these ideas are, and should be, continually questioned, challenged, teased out and reshaped into further notions about children's transitions to school.…”

Section: Introductionmentioning

confidence: 99%

International Perspectives on the Pedagogies of Educational Transitions

Ballam

Perry

Garpelin

2016

Pedagogies of Educational Transitions

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There 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 POET -Pedagogies of Educational Transitions.

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Section: Introductionmentioning

confidence: 99%

International Perspectives on the Pedagogies of Educational Transitions

Ballam

Perry

Garpelin

2016

Pedagogies of Educational Transitions

View full text Add to dashboard Cite

show abstract

“…Findings in this area may be changing as recent legislation (NCLB) increases the emphasis on academic skills. Scott-Little, et al (2006) and Graue (2006), however, both reported that parent and teacher views on readiness may vary in different regions.…”

Section: Parental Actionsmentioning

confidence: 97%

“…Parents' and educational professionals' opinions about what constitutes readiness may vary from one region to the next. As a result, professionals in the field have come to the consensus that the notion of readiness is complex and relational, depending on a multitude of factors such as what your geographic location in the country is and interplay between the school preparing to welcome new students and the families/communities involved in children's early care and development (Scott-Little, et al, 2006, Graue, 2006.…”

Section: School Readinessmentioning

confidence: 99%

“…The unpredictable nature of young children also makes it difficult to assess a concept such as readiness, as children are almost constantly growing and changing during their early years of development (Meisels, 2006). Graue (2006) argues that since readiness is more of a relational idea that can vary from one location to the next, achieving predictive validity for most readiness tests is not possible. Kim and Suen (2003) also support this point through their study on the predictive validity of assessment measures used in early childhood that found a lack of generalizability for many test measures.…”

Section: School Readinessmentioning

confidence: 99%

“…In yet another perspective on the concept of readiness, Graue (2006) proposes that readiness should be viewed as the result of interaction between ready schools, ready family/community supports, and ready children. She argues for ready schools that are receptive, developmental, and inclusive, in addition to being accountable for all children.…”

Section: School Readinessmentioning

confidence: 99%

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