International Perspectives on the Pedagogies of Educational Transitions
There has been a great deal written recently about children starting school, particularly primary school. All of the stakeholders in these transitions to school have been considered, along with matters of readiness – for the child, family, educators, scho
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Nadine Ballam Bob Perry Anders Garpelin Editors
Pedagogies of Educational Transitions European and Antipodean Research
International Perspectives on Early Childhood Education and Development Volume 16
Series Editors Professor Marilyn Fleer, Monash University, Australia Professor Ingrid Pramling Samuelsson, Gothenburg University, Sweden Editorial Board Professor Yukiko Matsukawa, Chubu University, Japan Professor Rebeca Mejía Arauz, ITESO, Mexico Professor Nirmala Rao, University of Hong Kong, China Professor Collette Tayler, University of Melbourne, Australia Associate Professor Eva Johansson, University of Stavanger, Norway Professor Lilian G. Katz, Ph.D. Professor Emerita of Early Childhood Education, University of Illinois, USA Professor Jane Bone, University of Auckland, Australia
Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is, essentially a Western view of childhood, preschool education and school education. It is timely that a series of books be published which present a broader view of early childhood education. This series seeks to provide an international perspective on early childhood education. In particular, the books published in this series will: • Examine how learning is organized across a range of cultures, particularly indigenous communities • Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries, including the majority poor countries • Critique how particular forms of knowledge are constructed in curriculum within and across countries • Explore policy imperatives which shape and have shaped how early childhood education is enacted across countries • Examine how early childhood education is researched locally and globally • Examine the theoretical informants driving pedagogy and practice, and seek to find alternative perspectives from those that dominate many Western heritage countries • Critique assessment practices and consider a broader set of ways of measuring children’s learning • Examine concept formation from within the context of country-specific pedagogy and learning outcomes The series covers theoretical works, evidence-based pedagogical research, and international research studies. The series also covers a broad range of countries, including majority poor countries. Classical areas of interest, such as play, the images of childhood, and family studies, will also be examined. However, the focus is critical and international (not Western-centric).
More information about this series at http://www.springer.com/series/7601
Nadine Ballam • Bob Perry • Anders Garpelin Editors
Pedagogies of Educational Transitions European and Antipodean Research
Editors Nadine Ballam University of Waikato Hamilton, New Zealand Anders Garpelin Mälardalen University Västerås, Sweden
Bob Perry Research Institute for Professional Practice, Learning and Education (RIPPLE) Charles Sturt University Alb
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