'If I Play I Won't Learn': Children's Perceptions and Experiences of Transition and School Readiness from Maternelle to Year 1

Autor/inn/en	Wilders, Charlotte; Wood, Elizabeth
Titel	'If I Play I Won't Learn': Children's Perceptions and Experiences of Transition and School Readiness from Maternelle to Year 1
Quelle	In: Journal of Early Childhood Research, 21 (2023) 2, S.162-180 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilders, Charlotte) ORCID (Wood, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X221145460
Schlagwörter	Foreign Countries; Early Childhood Education; Young Children; Student Promotion; Student Adjustment; School Readiness; Childrens Attitudes; Experience; Preschool Education; Play; Child Behavior; Change; Educational Environment; Belgium + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Support of studies; Studienförderung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Readiness for school; School ability; Schulreife; Erfahrung; Pre-school education; Vorschulerziehung; Spiel; Wandel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Belgien
Abstract	How children experience the major transition from pre-school to compulsory schooling influences their immediate and future success and wellbeing. This complex process of change and adaptation is impacted by school readiness policy drivers, which prioritise children's performance and achievement. Pedagogic and curriculum progression shifts from play to work, with structured and adult-led activities. These factors contribute to the schoolification of early childhood education, and construct school readiness as an attribute of the child. This paper reports findings on how six children experienced transition and school readiness as they move from Maternelle to Year 1 in an International school in Belgium. Multimodal and multivocal methods of data collection were used to provide child participants with accessible ways of expressing their perspectives of the lived experience of transition. The children perceived the major transition being from play to work and understood that they were expected to be ready for this change. From a socio-cultural perspective, this paper argues that school readiness cannot be assessed at a specific point in time, but should instead be viewed as the lived experience of children that begins before, and continues well beyond the transition. Children are expected to adapt to multiple changes in curriculum and pedagogical practices, as well as changes in cultural, temporal and material contexts. It is recommended that critical questions about how school readiness is constructed should take account of children's perspectives and experiences of transitions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01