The Developing Child in Society: Making Transitions

Dunlop, Aline‐Wendy

doi:10.4135/9781473910188.n13

Cited by 6 publications

(11 citation statements)

References 7 publications

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“…The concept of transitions capital describes the cumulative effects of transition experiences, with individuals building a repertoire of strategies to manage change as they master successive transitions (Dunlop, 2015(Dunlop, , 2021. The Year four/five children participating in this study reflected on their younger selves and recalled their transitions to school and identified several strategies that helped them manage these as they built their own transitions capital: they highlighted the importance of relationships and the support and comfort they provided; identified strategies they had used to form friendships and noted how these friendships had accompanied and sustained them as they made multiple transitions throughout primary school; and they named transition practices that had been effective for them.…”

Section: Discussionmentioning

confidence: 99%

“…They expressed willingness to become buddies to the new school children, as had been done in the school in the past but were disappointed that the buddy program within the school had not been implemented. Their comments indicated their awareness of the importance of social aspect of managing transition (Dunlop, 2015).…”

Section: Several Children Described Strategies For Making Friendsmentioning

confidence: 99%

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Children’s memories of starting school: Building and sharing transitions capital

Schürer

Dockett

Perry

2022

Australasian Journal of Early Childhood

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This paper explores memories of children in the upper years of primary school about their transition into the first year of school and the ways in which this transition impacted on their ongoing relationship with primary school. The insights shared by eleven Year four and five students (aged 10–11 years; five boys and six girls) in an Australian primary school contribute to understandings of the strategies children develop and utilise in their educational transitions (transitions capital), not only in the transition to school but also in ongoing educational transitions throughout school. The older children reflected on their younger selves related to transitions expectations, and experiences and illustrated their strategies for self-management of change, positioning them as potential resources within transition programs. Despite this, the participants reported that their expertise and experience generally were not acknowledged, and they were often not invited to contribute to transition programs involving new school entrants.

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Section: Discussionmentioning

confidence: 99%

Section: Several Children Described Strategies For Making Friendsmentioning

confidence: 99%

Children’s memories of starting school: Building and sharing transitions capital

Schürer

Dockett

Perry

2022

Australasian Journal of Early Childhood

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“…One of the dominant models used to explain children's transitions is Bronfenbrenner's bio-ecological systems theory (Bronfenbrenner, 1977). The conceptual framework used here takes account of the author's use of the work of Bourdieu's (1991) concept of social capital, integrated with Bronfenbrenner's ecological approach to generate thinking about transitions networks 3 , transitions ease 4 transitions capital 5 and therefore transitions readiness (rather than school readiness) 6 (Dunlop, 2015). The importance of networks and connectedness to ease transitions, to build social capital in relation to transitions.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Transitions dans la petite enfance

Rayna¹,

Garnier²

2017

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Given the frequency of transitions young children now make, the new political focus in Scotland on home-based day-care and the lack of evidence around transitions, the climate was right to scope a study of childminding and transitions. There is a pressing need to know more about the nature and types of provision childminders offer, the role they play in child and family life, their levels of expertise and how this is supported, and with this complex backdrop how they work with children in transition. So as to understand better the largely invisible and poorly understood role of childminders in transition for the children in their care, the focus of this chapter is therefore on the consultation process undertaken in a small scale scoping study with seventeen childminders on their approaches to supporting children in transition: the results will inform the design of a Scottish wide study which aims to understand whether a focus on transitions enhances the contribution of childminders to child and family well being, continuity of care over time, support for parents facing challenges in their lives, as well as for those who are working and in need of regular out-of-home care for their children. The first phase of this study was conducted between June and August 2015 with the support of the SCMA. The context of the Scoping Study The Scottish Government places great significance on the early years of life (Scottish Government, 2008). The present administration has put the closing of the poverty related attainment gap at the heart of their manifesto. Children aged 3-5 are currently offered 600 hours per annum of free early learning and childcare rising to 1140 free hours by 2020 (30 hours per week during the 'school year' or about 22 hours per week if spread over the full year). This huge expansion means a huge increase in staffing and space. In addition policy has determined that about 25% of two year olds would have improved life chances if this hours offer was available to them. Linked to this Scottish early learning and childcare challenge is the desire to ensure we get it right for all children: consequently there has been a programme of trials of different models for the expansion of early learning and childcare (Scottish Government, 2016a) including what are described as 'blended models' involving childminders. In the same year a 'Blueprint for Expansion' (Scottish Government, 2016b) is out for consultation. It focuses on quality, flexibility, accessibility and affordability and discusses an enhanced role for childminders. Childminding in Scotland: the state of play Family day-care: licensed home-based ECEC, is the most prevalent for children under 'Development, independence and confidence' Means helping children to be independent and supporting development eg, making choices (empowering), putting shoes or jacket on, playing games and helping. Building their confidence (sensitive to parents) Means preparing for change-eg new child minder, nursery, moving away, talking, being positive about change, preparing, keep...

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“…They focus too on the unheralded moves small children are sometimes expected to handle which call into question whether they are 'transitions ready', with a consequent focus on resilience and coping which, we suggest, can help to build 'transitions capital' (Dunlop 2015). It is clear we must consider what is happening to children if these 'within setting' transitions come about because a child can now walk, or has turned two or three, or because a vacancy has arisen in an 'older' room.…”

mentioning

confidence: 95%

“…Such transitions may be understood, then, as transitions demanded by the systems and structures we are used to, and may go unchallenged as a result. It can be argued that it is a professional responsibility to ensure that every child experiences transition positively (Dunlop 2015).…”

mentioning

confidence: 99%

Editorial

Peters

Dunlop

2014

Early Years

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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

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The Developing Child in Society: Making Transitions

Cited by 6 publications

References 7 publications

Children’s memories of starting school: Building and sharing transitions capital

Children’s memories of starting school: Building and sharing transitions capital

Transitions dans la petite enfance

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