Transition from day-care centres to school: What kind of information do schools want from day-care centres and parents, and what kind of information do the two parties want to give schools?

Arlene Arstad Thorsen University of Stavanger, NorwayCorrespondence[email protected]

Inge B⊘ University of Stavanger, Norway

Inger Kristine L⊘ge University of Stavanger, Norway

Heidi Omdal University of Stavanger, Norway

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Annarilla Ahtola, Piia Maria Björn, Tiina Turunen, Pirjo-Liisa Poikonen, Marita Kontoniemi, Marja-Kristiina Lerkkanen & Jari-Erik Nurmi. (2016) The Concordance between Teachers’ and Parents’ Perceptions of School Transition Practices: A Solid Base for the Future. Scandinavian Journal of Educational Research 60:2, pages 168-181.
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Johanna Einarsdóttir. (2010) Icelandic parents' views on the national policy on early childhood education. Early Years 30:3, pages 229-242.
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Viviene Anne Temple, Danielle Guerra, Lizette Larocque, Jeff R. Crane, Erin Sloan & Lynneth Stuart-Hill. (2017) Fundamental motor skills in the first year of school: Associations with prematurity and disability. European Journal of Adapted Physical Activity 10:1, pages 3-9.
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Annarilla Ahtola, Gintautas Silinskas, Pirjo-Liisa Poikonen, Marita Kontoniemi, Pekka Niemi & Jari-Erik Nurmi. (2011) Transition to formal schooling: Do transition practices matter for academic performance?. Early Childhood Research Quarterly 26:3, pages 295-302.
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Johanna Einarsdottir. (2008) Children's and parents’ perspectives on the purposes of playschool in Iceland. International Journal of Educational Research 47:5, pages 283-291.
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Transition from day-care centres to school: What kind of information do schools want from day-care centres and parents, and what kind of information do the two parties want to give schools?

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Transition from day-care centres to school: What kind of information do schools want from day-care centres and parents, and what kind of information do the two parties want to give schools?

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