Transitions in the Early Years: Working with Children and Families

Trodd, Lyn; Learning, Work-Related

doi:10.4135/9781446270172

Cited by 3 publications

(1 citation statement)

References 0 publications

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“…The AAS framework operates on principles of joined-up thinking and interagency collaboration firmly endorsing the concept of 'the team around the child' and communitywide collaboration (Trodd & Chivers, 2011). It draws upon preliminary findings (Parker et al, 2016) and the contributions of the participating schools, as well as relevant literature in the field regarding educational change (Fullan, 2006).…”

Section: Attachment Aware Schools Rationalementioning

confidence: 99%

Attachment Aware Schools: the impact of a targeted and collaborative intervention

Rose¹,

McGuire-Snieckus

Gilbert³

et al. 2019

Pastoral Care in Education

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Section: Attachment Aware Schools Rationalementioning

confidence: 99%

Attachment Aware Schools: the impact of a targeted and collaborative intervention

Rose¹,

McGuire-Snieckus

Gilbert³

et al. 2019

Pastoral Care in Education

View full text Add to dashboard Cite

show abstract

Exhausted or empowered? Primary school educators’ views and experiences of educational transitions during a global emergency

Camilleri,

Deguara,

Bonello

et al. 2023

Education 3-13

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Transitions to further education: listening to voices of experience

Packer

Thomas

2021

Research in Post-Compulsory Education

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Transition has an impact upon the emotional and social development of the individual as well as academically. This paper argues that transition is not a one-off event but is an ongoing process that is repeated over time. In entering further education (FE) the impact of transition in the move from formal schooling to post-compulsory education is no less daunting. Emerging independence and exploration of self-identity are fundamental in adulthood; however, individuals often need guidance and support during this process. Using an interpretive methodology, the voices of key stakeholders in the transition to FE were sought and recorded to explore and inform good practice. Data was collected using online and paper questionnaires, interviews and focus groups. Findings concluded the value of active and supportive relationships between learners and practitioners and between learners and their peers during the transition process. Nurturing effective practitioner-learner relationships, with opportunities to visit the setting promoted increased engagement by learners and facilitated learner identification with the learning environment, thus ensuring smooth transition.

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Transitions in the Early Years: Working with Children and Families

Cited by 3 publications

References 0 publications

Attachment Aware Schools: the impact of a targeted and collaborative intervention

Attachment Aware Schools: the impact of a targeted and collaborative intervention

Exhausted or empowered? Primary school educators’ views and experiences of educational transitions during a global emergency

Transitions to further education: listening to voices of experience

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