Session Information
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References
Ackerman, D. J., & Barnett, W. S. (2005). Prepared for Kindergarten: What does “readiness” mean? National Institute for Early Education Research Policy Report. Available on-line: http://nieer.org/resources/policyreports/report5.pdf Arnold, C., Bartlett, K., Gowani, S., & Merali, R. (2007). Is everybody ready? Readiness, transition and continuity: Reflections and moving forward. The Hague: Bernard van Leer Foundation. Berk, L. (2001). Awakening children’s minds: How parents and teachers can make a difference. Oxford: Oxford University Press. Bogard, K., & Takanishi, R. (2005). PK-3: An aligned and coordinated approach to education for children 3 to 8 years old. Social Policy Reports, 19, 3-21. British Educational Research Association Early Years Special Interest Group (BERA-SIG). (2003). Early years research: Pedagogy, curriculum and adult roles, training and professionalism. Available on-line: http://www.bera.ac.uk/publications/acreviews/php Broström, S. (2002). Communication and continuity in the transition from kindergarten to school. In H. Fabian, & A-W Dunlop (Eds.), Transition in the early years: Debating continuity and progression for young children in early education (pp. 52-63). London: Routledge Falmer. Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. London: RoutledgeFalmer. Dockett, S., & Perry, B. (2004). Starting school: Perspectives of Australian children, parents and educators. Journal of Early Childhood Research, 2(2), 171-189. Dockett, S., & Perry, B. (2005). Children’s drawings: Experiences and expectations of school. International Journal of Equity and Innovation in Early Childhood, 3(2), 77-89. Dockett, S., & Perry, B. (2006). Starting school: A handbook for educators. Sydney: Pademelon Press. Dockett, S., & Perry, B. (2007). Transitions to school: Perceptions, expectations, experiences. Sydney: University of NSW Press. Fabian, H., & Dunlop, A-W. (2007). Outcomes of good practice in transition processes for children entering primary school. The Hague: Bernard van Leer Foundation. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Mill Valley, CA: Sociology Press. Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: SUNY Press. Kirk-Downey, T., & Perry. B. (2006). Making transition to school a community event: The Wollongong experience. Journal of Transitions in Childhood, 2, 40-49. Ludwig, J., & Sawhill, I., (2006). Success by ten: Intervening early, often, and effectively in the education of young children. Policy Innovation Initiative. The Brookings Institution. Available on-line: http://www.brookings.edu/views/papers/200702ludwig-sawhill.htm Moyles, J., Adams, S., & Musgrove, A. (2006). Early years practitioners’ understanding of pedagogical effectiveness: Defining and managing effective pedagogy. In R. Parker-Rees & J. Willan (Eds.), Early years education – Major themes in education, Vol 3, Policy and Practice in Early Education and Care (pp. 306-322). London: Routledge. Organisation for Economic Cooperation and Development (OECD). (2006). Starting Strong II: Early childhood education and care. Available on-line: http://www.oecd.org/dataoecd/30/8/37519079.pdf Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press. Sanders, D., White, G., Burge, B., Sharp, C., Eames, A., McCune, R., & Grayson, H. (2005). A study of the transition from the Foundation Stage to Key Stage 1. Sure Start. Available online: http://www.dfes.gov.uk/research/data/uploadfiles/SSU2005FRO13.pdf Siraj-Blatchford, I., & Sylva, K. (2004). Researching pedagogy in English preschools. British Educational Research Journal, 30(5), 713-730. Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2006). Review of the literature on effective pedagogy. In R. Parker-Rees & J. Willan (Eds.), Policy and practice in early education and care (pp. 283-305). London: Routledge. Stephen, C. (2006). Early years education: Perspectives from a review of the international literature. Edinburgh: Scottish Executive Education Department. Available on-line: http://www.scotland.gov.uk/Publications/2006/02/06145130/0 Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project: Final report. London: Institute of Education. Tymms, P., Merrell, C., & Henderson, B. (2000). Baseline assessment and progress during the first three years at school. Educational Research and Evaluation, 6(2), 105-129. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
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