Citations (16)
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Read on this site (11)
Stephen Amukune & Krisztián Józsa. (2023) Comparing Kenya and Hungary preschool to school transitions within the theoretical perspectives of transition. Cogent Education 10:2.
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Elizabeth Rouse, Rosemarie Garner & Maria Nicholas. (2023) Transition into school-aged care – how do services support children starting school?. European Early Childhood Education Research Journal 31:5, pages 722-738.
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Kaisu Peltoperä & Tuulikki Ukkonen-Mikkola. (2023) Relational expertise among Finnish educators working in extended hours ECEC. Scandinavian Journal of Educational Research 0:0, pages 1-14.
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Jenni Sullanmaa, Janne Pietarinen, Lasse Lipponen, Tiina Soini & Kirsi Pyhältö. (2022) The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach. European Early Childhood Education Research Journal 30:6, pages 930-948.
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Philip Nicholson & Helen Hendry. (2022) A pedagogical meeting place or a problem space? Extending play-based pedagogy in Year One. Education 3-13 50:2, pages 184-196.
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Andrea Nolan, Anna Kilderry & Celine Chu. (2021) Cross-sectoral professional relationships and transition to school: an Australian study. Early Years 41:5, pages 476-490.
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Rosemarie Garner, Maria Nicholas & Elizabeth Rouse. (2021) Cross-sector early years teacher collaboration: using professional learning workshops as boundary objects for professional boundary crossing. European Early Childhood Education Research Journal 29:5, pages 764-779.
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Jamie Huff Sisson, Tricia Giovacco-Johnson, Pauline Harris, Jodie Stribling & Jane Webb-Williams. (2020) Collaborative professional identities and continuity of practice: a narrative inquiry of preschool and primary teachers. Early Years 40:3, pages 319-334.
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Laura Rantavuori, Kirsti Karila & Päivi Kupila. (2019) Transition practices as an arena for the development of relational expertise. Teacher Development 23:2, pages 249-263.
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Laura Rantavuori. (2018) The problem-solving process as part of professionals’ boundary work in preschool to school transition. International Journal of Early Years Education 26:4, pages 422-435.
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Leif Marklund & Elza Dunkels. (2016) Digital play as a means to develop children’s literacy and power in the Swedish preschool. Early Years 36:3, pages 289-304.
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Articles from other publishers (5)
Marion Burns. (2022) Ready or Not to Adopt a Pedagogy of Play for Children Starting School in Scottish Primary Schools-Is this a Major Transition for Teachers?. International Journal of Educational and Life Transitions 1:1.
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子千 刘. (2022) “Get Ready for School”—A Review of Finnish Transition from Kindergarten to Primary School Research and Implications. Creative Education Studies 10:05, pages 1186-1194.
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Alba González-Moreira, Camino Ferreira*Javier Vidal. (2021) Comparative Analysis of the Transition from Early Childhood Education to Primary Education: Factors Affecting Continuity between Stages. European Journal of Educational Research 10:1, pages 441-454.
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Sally Peters & Gunilla Sandberg. 2017. Pedagogies of Educational Transitions. Pedagogies of Educational Transitions
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Annette Dunham, Helen Skouteris, Andrea Nolan, Susan Edwards & Jennifer Small. (2016) A Cooperative Pedagogical Program Linking Preschool and Foundation Teachers: A Pilot Study. Australasian Journal of Early Childhood 41:3, pages 66-75.
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