Watching Transitions Unfold: A Mixed-Method Study of Transitions within Early Childhood Care and Education Settings

Autor/inn/en	O'Farrelly, Christine; Hennessy, Eilis
Titel	Watching Transitions Unfold: A Mixed-Method Study of Transitions within Early Childhood Care and Education Settings
Quelle	In: Early Years: An International Journal of Research and Development, 34 (2014) 4, S.329-347 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2014.968838
Schlagwörter	Foreign Countries; Child Care; Early Childhood Education; Preschool Children; Child Behavior; Interviews; Parents; Anxiety; Gender Differences; Aggression; Psychological Patterns; Assertiveness; Change; Self Concept; Early Experience; Mixed Methods Research; Family School Relationship; Ireland + Suchen Sie Ihr Suchwort? Ausland; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Eltern; Angst; Geschlechterkonflikt; Wandel; Selbstkonzept; Frühbeginn; Irland
Abstract	Unlike the transitions children make between settings, those they undertake between age groups within early childhood care and education (ECCE) settings are seldom studied. Accordingly, this exploratory study followed seven preschool children (three boys and four girls) as they moved to new rooms in five ECCE settings. Structured observations of children's behaviour were collected along with semi-structured parent interviews and participatory child interviews. All boys and one girl demonstrated increased anxiety behaviours following transitions. This gender difference was mirrored in parental reports of negative affect and aggression in sons, but independence and assertiveness amongst daughters. Families also reported shifts in children's identity from expert to novice and a sense of becoming "big." Interviews highlighted the challenges and opportunities underlying transitions, and parents provided a rich overview of the factors they believed support and hinder transitions, emphasising the importance of strong home-centre connections. These exploratory findings suggest that internal ECCE transitions may be unique junctures in children's ECCE experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10