Document Type

Journal Article

Faculty

Faculty of Regional and Professional Studies

School

School of Education (RPS)

RAS ID

13245

Comments

This article was originally published as: Barblett, L. , Barratt-Pugh, C. H., Kilgallon, P. A., & Maloney, C. (2011). Transition from long day care to kindergarten: Continuity or not? . Australasian Journal of Early Childhood, 36(2), 42-49. Original article available here

Abstract

TRANSITION PRACTICES THAT ENSURE continuity between early childhood settings have been shown to be important in assisting children’s short-term and long-term growth and development (Vogler, Cravello & Woodhead, 2008). In Western Australia many young children move from and between long day care (LDC) settings to kindergarten. In that state, kindergarten is a non-compulsory sessional program for four-year-olds, conducted on school grounds and administered by the school principal. This paper describes the perceptions and practices of kindergarten teachers concerning transition processes and continuity of experience for the children who had attended long day care centres prior to kindergarten entry. Evidence from the study suggests that, although the majority of teachers considered transition to be important, in practice continuity appeared to range from fragmented to non-existent. Factors that appeared to inhibit effective transition and continuity are identified and a number of questions are raised about ways of ensuring continuity of experience.

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