Reframing transitions to school as continuity practices

2019-05-31T01:17:02Z (GMT) by Marie Therese (Tess) Boyle
This thesis, "Reframing transitions to school as continuity practices" reports the findings of a cross-sectorial critical participatory action research study investigating the question 'How might shared understandings of practices enhance continuity during transitions to school?' the findings indicate that when educators in early childhood centres and primary schools are afforded the time and opportunity for sustained critically reflective cross-sectorial collaborations, shared understandings of site-based transitions to school practices can be negotiated. These relationships and shared understandings can establish 'common ground' to co-construct transitions practices and policies that seek to enhance continuity as children move from one sector to the other.