Publication Cover
Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 52, 2024 - Issue 5
6,818
Views
4
CrossRef citations to date
0
Altmetric
Articles

The impact of the COVID-19 pandemic on early years transition to school in the UK context

Pages 648-661 | Received 02 Jul 2022, Accepted 12 Aug 2022, Published online: 23 Aug 2022

References

  • Ahtola, A., P. L. Poikonen, M. Kontoniemi, P. Niemi, and J. E. Nurmi. 2012. “Successful Handling of Entrance to Formal Schooling: Transition Practices as a Local Innovation.” International Journal of Transitions in Childhood 5 (1): 3–21.
  • Ahtola, A., G. Silinskas, P. L. Poikonen, M. Kontoniemi, P. Niemi, and J. E. Nurmi. 2011. “Transition to Formal Schooling: Do Transition Practices Matter for Academic Performance?” Early Childhood Research Quarterly 26 (3): 295–302.
  • Axford, N., V. Berry, J. Lloyd, D. Moore, M. Rogers, A. Hurst, K. Blockley, H. Durkin, and J. Minton. 2019. How Can Schools Support Parents’ Engagement in Their Children’s Learning? Evidence from Research and Practice. London: Education Endowment Foundation.
  • Bowyer-Crane, C., S. Bonetti, S. Compton, D. Nielsen, K. D’Apice, and L. Tracey. 2021. The Impact of Covid-19 on School Starters: Interim Briefing 1. Parent and School Concerns About Children Starting School. London: Education Endowment Foundation.
  • Bradburn, N. M., S. Sudman, and B. Wansink. 2004. Asking Questions: The Definitive Guide to Questionnaire Design - For Market Research, Political Polls, and Social and Health Questionnaires. San Francisco: Jossey-Bass.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
  • Braun, V., and V. Clarke. 2013. Successful Qualitative Research: A Practical Guide for Beginners. London: SAGE.
  • Braun, V., and V. Clarke. 2019. “Reflecting on Reflexive Thematic Analysis.” Qualitative Research in Sport, Exercise and Health 11 (4): 589–597. doi:10.1080/2159676X.2019.1628806.
  • Bronfenbrenner, U., and S. J. Ceci. 1994. “Nature-nurture Reconceptualized in Developmental Perspective: A Bioecological Model.” Psychological Review 101: 568–586.
  • Bronfenbrenner, U., and P. A. Morris. 1998. “The Ecology of Developmental Processes.” In Handbook of Child Psychology: Vol. 1. Theoretical Models of Human Development, edited by W. Damon and R. M. Lerner, 993–1028. New York: Wiley.
  • Burrell, A., and S. Bubb. 2000. “Teacher Feedback in the Reception Class: Associations with Children’s Positive Adjustment to School.” Education 28 (3): 58–69.
  • Clarke, V., V. Braun, and N. Hayfield. 2015. “Chapter 10: Thematic Analysis.” In Qualitative Psychology: A Practical Guide to Research Methods, edited by J. A. Smith. London: SAGE.
  • Cohen, L., L. Manion, and K. Morrison. 2017. Research Methods in Education. London: Routledge.
  • Connolly, M., and I. Gersch. 2016. “Experiences of Parents Whose Children with Autism Spectrum Disorder (ASD) at Starting Primary School.” Educational Psychology in Practice 32 (3): 245–261.
  • Corsaro, W. A., and L. Molinari. 2000. “Priming Events and Italian Children's Transition from Preschool to Elementary School: Representations and Action.” Social Psychology Quarterly 63: 16–33.
  • Corsaro, W. A., and L. Molinari. 2008. “Policy and Practice in Italian Children’s Transition from Preschool to Elementary School.” Research in Comparative and International Education 3 (3): 250–265.
  • Cowan, P. A., C. P. Cowan, J. C. Ablow, V. K. Johnson, and J. R. Measelle. 2005. The Family Context of Parenting in Children’s Adaptation to Elementary School. Mahwah, NJ: Erlbaum.
  • DeMeo Cook, K., and R. L. Coley. 2017. “School Transition Practices and Children’s Social and Academic Adjustment in Kindergarten.” Journal of Educational Psychology 109 (2): 166–177.
  • Dillman, D. A., J. D. Smyth, and L. M. Christian. 2014. Internet, Phone, Mail and Mixed-Mode Surveys: The Tailored Design Method. Hoboken: Wiley.
  • Dockett, S., and B. Perry. 2007. Transitions to School: Perceptions, Expectations, Experiences. Sydney: UNSW Press.
  • Dunlop, A. W.. 2013. “Chapter 12, Curriculum as a Tool for Change in Transitions Practices.” In International Perspectives on Transition to School: Reconceptualising Beliefs, Policy and Practice, 135–145. London: Routledge.
  • Dunlop, A. W., and H. Fabian. 2006. Informing Transitions in the Early Years. London: McGraw-Hill Education (UK).
  • Einarsdottir, J. 2013. “ECCE Setting to Primary School in Iceland.” In International Perspectives on Transition to School: Reconceptualising Beliefs, Policy and Practice, edited by K. Margetts and A. Keinig. New York, NY: Routledge.
  • Evans, K., N. George, K. White, C. Sharp, M. Morris, and H. Marshall. 2010. Ensuring That all Children and Young People Make Sustained Progress and Remain Fully Engaged Through All Transitions Between Key Stages (C4EO Schools and Communities Research Review 2). London: Centre for Excellence and Outcomes in Children and Young People’s Services.
  • Fabian, H., and A.-W. Dunlop. 2007. “Outcomes of Good Practice in Transition Processes for Children Entering Primary School.” Working Papers in Early Childhood Development, No. 42.
  • Fox, L., C. Bowyer-Crane, A. A. Lambrechts, C. Manzoni, D. Nielsen, and L. Tracey. 2021. “Mitigating Impacts of Covid-19 in the Early Years – Rapid Evidence Review.” Report from University of York and NIESR. Available at UoY-mitigating-impacts-of-covid19-in-early-years-rapid-evidence-review.pdf (york.ac.uk).
  • Ganassali, S. 2008. “The Influence of the Design of Web Survey Questionnaires on the Quality of Responses.” Survey Research Methods 2: 21–32.
  • Hopps, K., and S. Dockett. 2011. Preschool Educators' Communication with Schools: What the Communication Experience Technique Can Reveal About the Nature of Communication, Motivations and Relationships. Sydney: Australian Association for Research in Education (AARE) Conference.
  • Janus, M., L. Kopechanski, R. Cameron, and D. Hughes. 2008. “In Transition: Experiences of Parents of Children with Special Needs at School Entry.” Early Childhood Education Journal 35 (5): 479–485.
  • Janus, M., and A. Siddiqua. 2015. “Challenges for Children with Special Health Needs at the Time of Transition to School.” In Challenges Surrounding the Education of Children with Chronic Diseases. Advances in Early Childhood and K-12 Education (AECKE) Book Series, edited by M. Gordon, 168–201. Hershey, PA: IGI Global.
  • LoCasale-Crouch, J., A. Mashburn, J. Downer, and R.C. Pianta. 2008. “Pre-kindergarten Teachers’ use of Transition Practices and Children’s Adjustment to Kindergarten.” Early Childhood Research Quarterly 23 (1): 124–139.
  • Margetts, K. 2013. “What New Children Need to Know: Children’s Perspectives of Starting School.” In International Perspectives on Transition to School: Reconceptualising Beliefs, Policy and Practice, edited by K. Margetts and A. Keinig. New York, NY: Routledge.
  • McIntyre, L. L., T. L. Eckert, B. H. Fiese, F. D. DiGennaro, and L. K. Wildenger. 2007. “Transition to Kindergarten: Family Experiences and Involvement.” Early Childhood Education Journal 35 (1): 83–88.
  • Nicholls, M., I. Neale, O. Joyner, and M. Sheikh. 2020. ‘School Readiness’, London: Kindred2: Kindred2-YouGovSchool-Readiness.pdf (kindredsquared.org.uk).
  • OECD. 2017. Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care. Paris: OECD Publishing.
  • OfSTED. 2020. “COVID-19 Series: Briefing on Early Years.” October 2020. Available from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/933836/COVID-19_series_briefing_on_early_years_October_2020.pdf.
  • Pascal, C., T. Betram, C. Cullinane, and E. Holt-White. 2020. ‘COVID-19 and Social Mobility’ (Impact Brief #4: Early Years). London: The Sutton Trust. https://dera.ioe.ac.uk/35885/1/Early-Years-Impact-Brief.pdf.
  • Peters, S. 2010. Literature Review: Transition from Early Childhood Education to School - Report to the Ministry of Education New Zealand.
  • Pianta, R. C., and M. Kraft-Sayre. 2003. Successful Kindergarten Transition: Your Guide to Connecting Children, Families and Schools. Baltimore, MD: Brookes.
  • Public Health England. 2014. “Improving the Home to School Transition.” Health Equity Briefing 1b.
  • Ramey, C. T., and S. L. Ramely. 2010. “The Transition to School: Concepts, Practices, and Needed Research.” In Transitions for Young Children: Creating Connections Across Early Childhood Systems, edited by S. L. Kagan and K. Tarrant, 33–44. Baltimore, MD: Brookes.
  • Rimm-Kaufman, S. E., R. C. Pianta, and M. J. Cox. 2000. “Teachers’ Judgements of Problems in the Transition to Kindergarten.” Early Childhood Research Quarterly 15: 147–166.
  • Rodriguez, C. D., T. M. Cumming, and I. Strnadová. 2017. “Current Practices in School Transitions of Students with Developmental Disabilities.” International Journal of Educational Research 83: 1–19.
  • Sammons, P. 2013. "Risk Factors for Special Educational Needs, Pupil Experiences and Outcomes from Early Education to Secondary School – Key Lessons from the EPPSE3-16 Project in England". Keynote Presentation for the NCSE Conference Dublin, 20th November 2013.
  • Sayers, M., S. West, J. Lorains, B. Laidlaw, T. Moore, and R. Robinson. 2012. “Starting School: A Pivotal Life Transition for Children and Their Families.” Family Matters 90: 45–56.
  • Siddiqua, A., and M. Janus. 2017. “Experiences of Parents of Children with Special Needs at School Entry: A Mixed Method Approach.” Child: Care, Health and Development 43 (4): 566–576.
  • Tracey, L., C. Bowyer-Crane, S. Bonetti, D. Nielsen, K. D’Apice, and S. Compton. 2022. The Impact of the Covid-19 Pandemic on Children’s Socio-Emotional Wellbeing and Attainment During the Reception Year. Research Report. London: Education Endowment Foundation.
  • Wellington, J., and M. Szczerbinski. 2007. Research Methods for the Social Sciences. London: Bloomsbury Publishing Plc.
  • Yeboah, D. A. 2002. “Enhancing Transition from Early Childhood Phase to Primary Education: Evidence from the Research Literature.” Early Years: An International Journal of Research and Development 22 (1): 51–68.