| CODE | EPE3004 | ||||||||
| TITLE | Transitions in the Early Years | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | Transitions occur across the human lifespan and while change can stimulate growth and development, if individuals do not receive timely and adequate support, transition periods may prove challenging. When considering transitions which impact young children, such as the birth of a sibling or parental separation, support from adults, particularly their parents/guardians and educators, is essential in order for children to cope with the changes surrounding the transition. Education transitions are also critical periods in a child’s life and impact their personal, social and emotional well-being and development. Entry to childcare, kindergarten and school can have a determining influence on children’s adjustment to the demands of the new environment and can have long-term impact on their success in school. However, there seems to be little shared knowledge about transitions between home, preschool and school and minimal support for parents. Different approaches within relevant theoretical frameworks will hence be discussed within this unit, in order to highlight the key events and processes that occur at specific periods in children’s lives. Theoretical and conceptual frameworks such as Bronfenbrenner’s (1979) ecological concept, rites of passage (van Gennep, 1960) and vertical and horizontal transition concepts (Kagan & Neuman, 1998) introduce students to an overview of research in early educational transitions and also to the importance of social adjustment for future success. Reference will also be made to theories about children’s development based on Piaget and Vygotsky, which are the basis to the ‘development niche’ and ‘guided participation’ frameworks, which highlight the role and influence of the caregiver in cultural reproduction and child development and well-being. The role of key actors in the process of transitions, mainly the children’s educators and parental perspectives will be discussed. Moreover, notions of children’s readiness for school and the readiness of schools and systems for children, as well as family and community roles will be explored. Particular emphasis will also be made to the importance of curriculum continuity during the preschool to school transition. Subsequently, students will be encouraged to discuss ideas of activities that can support learning across transition and they will also be introduced to ways of how to plan and develop transition guidelines within early years settings. Study-unit Aims: This study-unit aims to provide students with in-depth knowledge about different transitions young learners go through and how these affect them. It further provides an understanding of the role of the key actors in the process of transitions and how practitioners in preschools and schools can collaborate with families and other educators to create continuity for young children. The unit also contributes to the professional knowledge which early years practitioners need to acquire in order to be able to develop, organise and structure transition programmes within early years settings. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: • Outline the key characteristics of different approaches and theoretical transition frameworks; • Compare and reflect on various conceptual frameworks and how these impact transition processes and children’s lives; • Identify the challenging key issues of transition processes for all stakeholders involved; • Describe the role of key actors and their influence in the process. 2. Skills: By the end of the study-unit the student will be able to: • Link transition concepts to different theoretical frameworks to inform and improve their practice; • Identify when children are ready for school and be proactive to prepare schools for children; • Work with all key actors, including children, parents, families and other educators to strive towards continuity when children go through vertical and horizontal transition phases; • Develop, plan and implement transition guidelines and activities that can support learning across different phases of transition. Main Text/s and any supplementary readings: Main texts: - Brooker, L. (2008). Supporting transitions in the Early Years. London: Open University. - Corsaro, W. & Molinari, L. (2005). I Compagni: Understanding Children’s Transition from Preschool to Elementary School. New York: Teachers College Press. - Dunlop, A.W. & Fabian, H. (2006). Informing Transitions in the Early Years: Research, Policy and Practice. London: Open University. - Laverick, D.M. & Jalongo, M. (eds.) (2011). Transitions to Early Care and Education. London. Springer. - Perry, B., Dockett, S. & Petriwskyj, A. (eds.) (2013). Transitions to School – International Research, Policy and Practice. New York: Springer. - Shaw, C. & Dupree, E. (2005). Meeting the Challenge: A Practical Approach to Transition from Reception to Year 1. Featherstone Education. - Trodd, L. (ed.) (2013). Transitions in the Early Years: working with children and families. Sage Publications. Supplementary texts: - Bayley, R. & Featherstone, S. (2003). Smooth Transitions: Ensuring Continuity from the Foundation Stage. Featherstone Education. - Dunlop, A.W. & Fabian, H. (2002). Transitions in the Early Years: Debating Continuity and Progression for Children in Early Education. London: Routledge Falmer. - Margetts, K. & Kienig, A. (eds.) (2013). International Perspectives on Transition to School: Reconceptualising beliefs, policy and practice. London, UK/New York: Routledge, Taylor & Francis Group. - O’Connor, A. (2013). Understanding Transitions in the Early Years: Supporting change through attachment and resilience. London, UK/New York: Routledge, Taylor & Francis Group. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
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| LECTURER/S | Rosienne Camilleri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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