A Conceptual Framework for Understanding Children as Agents in the Transition from Home to Kindergarten

Autor/inn/en	Lam, Mei Seung; Pollard, Andrew
Titel	A Conceptual Framework for Understanding Children as Agents in the Transition from Home to Kindergarten
Quelle	In: Early Years: An International Journal of Research and Development, 26 (2006) 2, S.123-141 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Early Childhood Education; Kindergarten; Educational Environment; Teaching Models; Student Adjustment; Adjustment (to Environment); Foreign Countries; School Readiness; Student Experience; United Kingdom + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrmodell; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Readiness for school; School ability; Schulreife; Studienerfahrung; Großbritannien
Abstract	The transition from home to kindergarten, for most children, is the first and major ecological transition in their educational life. Kindergarten is the first educational setting in which children make sense about "school" as a place to learn and about themselves as "pupils". In this transition, children cross a cultural boundary from home to kindergarten and, in fact, they commute between the two cultural settings. In Vygotsky's view, children are active culture learners. How they cope with, and adapt to, the novel kindergarten is crucial to their "pupil career" in their life-long learning. Thus, this paper aims to provide early childhood education professionals with a framework to understand children as agents in the transition from home to kindergarten. This paper begins with a review of the concept of transition. It then presents a conceptual framework of the understanding of children as agents in the transition from home to kindergarten. Major elements of the conceptual framework are derived from sociocultural theory, and analyses of "rites of passage" and "pupil career". This highlights the relationships between layers of context, stages of transition, and adaptation outcomes. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10