Transition : by bridging through education
Transition : by bridging through education
This research thesis considers the broad notion of transition in the context of children joining school to start their full time compulsory education in England at four years old. Emerging theoretical ideas are explored within the context of a local study.
The thesis examines recent literature about children starting full time education, by considering briefly the history of young children at school, and by reflecting upon the starting age of compulsory education in England and other countries. Consideration is given to the importance of the transition period for the child, for parents, and for the school, and issues for children, parents and educationalists are explored. Recent research on the induction of children to full time education focusing on the impact of that transition period is used to consider general themes and models surrounding the notion of transition.
The research collected data in two phases. Phase one sample data was collected over eight months and focused on interviews with parents and children where the children were about to start full time education. Phase two data concentrated on interviewing a second sample of parents whose children were due to start full time education at the same school a year later than the phase one sample children.
The thesis analyses the research data to explore the impact of broad factors, such as the social background of the children; siblings, and pre school experiences. It then proposes the notion of ‘bridging’ within a three step transitional model. Each step (introduction; bridging; assimilation and learning) forms part of a cyclical process. The bridging step is made up of eight key elements. These elements, either together or individually, influence how bridging takes place, as people, events and actions create a ‘bridge’ from one set of experiences to another.
University of Southampton
Paterson, Helen Lesley
7a64d8c7-0cb6-427d-a212-59ec4211a9ae
2004
Paterson, Helen Lesley
7a64d8c7-0cb6-427d-a212-59ec4211a9ae
Paterson, Helen Lesley
(2004)
Transition : by bridging through education.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
This research thesis considers the broad notion of transition in the context of children joining school to start their full time compulsory education in England at four years old. Emerging theoretical ideas are explored within the context of a local study.
The thesis examines recent literature about children starting full time education, by considering briefly the history of young children at school, and by reflecting upon the starting age of compulsory education in England and other countries. Consideration is given to the importance of the transition period for the child, for parents, and for the school, and issues for children, parents and educationalists are explored. Recent research on the induction of children to full time education focusing on the impact of that transition period is used to consider general themes and models surrounding the notion of transition.
The research collected data in two phases. Phase one sample data was collected over eight months and focused on interviews with parents and children where the children were about to start full time education. Phase two data concentrated on interviewing a second sample of parents whose children were due to start full time education at the same school a year later than the phase one sample children.
The thesis analyses the research data to explore the impact of broad factors, such as the social background of the children; siblings, and pre school experiences. It then proposes the notion of ‘bridging’ within a three step transitional model. Each step (introduction; bridging; assimilation and learning) forms part of a cyclical process. The bridging step is made up of eight key elements. These elements, either together or individually, influence how bridging takes place, as people, events and actions create a ‘bridge’ from one set of experiences to another.
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Published date: 2004
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Local EPrints ID: 465450
URI: http://eprints.soton.ac.uk/id/eprint/465450
PURE UUID: 064cf666-fa55-4153-a8b8-2a3eca768af2
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Date deposited: 05 Jul 2022 01:06
Last modified: 16 Mar 2024 20:11
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Author:
Helen Lesley Paterson
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