Families and Transition to School

Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten, Educational Theory, Educational Reform
Cover of the book Families and Transition to School by , Springer International Publishing
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Author: ISBN: 9783319583297
Publisher: Springer International Publishing Publication: July 4, 2017
Imprint: Springer Language: English
Author:
ISBN: 9783319583297
Publisher: Springer International Publishing
Publication: July 4, 2017
Imprint: Springer
Language: English

This collection addresses issues related to families and transition, and pays special attention to the transition to school, the effect of this on the family, as well as the effect of the family on that transition. It celebrates the roles of families, locating them as integral partners in time of transition and identifying a variety of ways in which families and educators can work together with children to promote positive transitions. The book draws on a range of theoretical frameworks and research projects to provide multiple perspectives of family involvement in education, family-educator partnerships, the nature of collaboration, issues for families in marginalised or complex circumstances, as well as the multiple intersections of families and transition processes. The research projects reported range from in-depth case studies to the analysis of large-scale data sets and all have multiple messages for practitioners, policy makers and researchers as they seek ways to engage with families as their children start school.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This collection addresses issues related to families and transition, and pays special attention to the transition to school, the effect of this on the family, as well as the effect of the family on that transition. It celebrates the roles of families, locating them as integral partners in time of transition and identifying a variety of ways in which families and educators can work together with children to promote positive transitions. The book draws on a range of theoretical frameworks and research projects to provide multiple perspectives of family involvement in education, family-educator partnerships, the nature of collaboration, issues for families in marginalised or complex circumstances, as well as the multiple intersections of families and transition processes. The research projects reported range from in-depth case studies to the analysis of large-scale data sets and all have multiple messages for practitioners, policy makers and researchers as they seek ways to engage with families as their children start school.

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