Reframing Transitions to School as Continuity Practices: The Role of Practice Architectures

Autor/inn/en	Boyle, Tess; Petriwskyj, Anne; Grieshaber, Susan
Titel	Reframing Transitions to School as Continuity Practices: The Role of Practice Architectures
Quelle	In: Australian Educational Researcher, 45 (2018) 4, S.419-434 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boyle, Tess)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0272-0
Schlagwörter	Models; Educational Practices; Foreign Countries; Criticism; School Readiness; Educational Trends; Trend Analysis; Educational Theories; Preschool Children; Compulsory Education; Developmental Tasks; Role; Australia + Suchen Sie Ihr Suchwort? Analogiemodell; Bildungspraxis; Ausland; Kritik; Readiness for school; School ability; Schulreife; Bildungsentwicklung; Trendanalyse; Educational theory; Theory of education; Bildungstheorie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulpflicht; Entwicklungsaufgabe; Rollen; Australien
Abstract	This paper makes a case for conceptualising transitions from the before school sector to the compulsory years of schooling as continuity practices. It begins by presenting an overview and critique of constructions of transitions to school that contribute to contemporary discourses and agendas (e.g. the conflation of transitions and readiness). Then recent international trends in understanding transitions as continuity are analysed and synthesised into three broad categories: structural, developmental and contextual continuities. These categories are subsequently used to develop a conceptual model for reframing transitions. The model is then used to first, examine a snapshot of familiar Australian transitions practices; second, highlight the interdependence of the practices and the sites in which they are enacted; and third, support the argument to reframe transitions as continuity practices. Finally, contributions the paper makes to transitions to school theory, research and practice are explicated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01