Stakeholders, Networks and Links in Early Childhood Policy: Network Analysis and the "Transition to School: Position Statement"

Autor/inn/en	Wallis, Jake; Dockett, Sue
Titel	Stakeholders, Networks and Links in Early Childhood Policy: Network Analysis and the "Transition to School: Position Statement"
Quelle	In: Contemporary Issues in Early Childhood, 16 (2015) 4, S.339-354 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949115616323
Schlagwörter	Network Analysis; Educational Policy; School Readiness; Position Papers; Computer Mediated Communication; Stakeholders; Early Childhood Education; Child Care; Child Development; Correlation; Policy Formation; Public Agencies; Web Sites; Computer Software; Government Role; Researchers; Research Methodology; Foreign Countries; Teachers; Cooperation; Australia + Suchen Sie Ihr Suchwort? Netzplantechnik; Politics of education; Bildungspolitik; Readiness for school; School ability; Schulreife; Positionspapier; Computerkonferenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung; Korrelation; Politische Betätigung; Öffentliche Einrichtung; Web-Design; Researcher; Forscher; Research method; Forschungsmethode; Ausland; Lehrer; Lehrerin; Lehrende; Co-operation; Kooperation; Australien
Abstract	The importance of a positive start to school has been highlighted in a range of national and international research. This has stimulated considerable ongoing research attention, as well as initiatives across policy and practice, all with the aim of promoting a positive transition to school for all children. Despite the common interests across these sectors, the links and/or relationships between and among research, policy and practice remain unclear. This article maps the potential online users of the "Transition to School: Position Statement"--a document developed collaboratively by researchers, policymakers and practitioners--and organisations whose ambit includes transition to school. Using network analysis, the authors identify the online network of stakeholders involved in the field of early childhood and the links between these, before considering how such links might influence discourse and policy formation around transition to school. The analysis highlights weak cross-sectoral links and online networks dominated by government departments and agencies. Implications of these results are explored and the potential for digital research methods in research about transition to school is considered. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01