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Transition to School: Normative or Relative?

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Transitions to School - International Research, Policy and Practice

Abstract

Managing the transition to school has become a focus of Australian education policy at local, state and national levels. In recent years, there has been a dramatic increase in the number of transition programmes, approaches and interventions all aimed to ease the transition to school. Many of these assume that the transition to school is problematic, particularly for some groups of children, families and communities. One aim then, of transition programmes and approaches, has been to manage transitions in ways that ameliorate these problems.

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Notes

  1. 1.

    This use of the term normative in relation to transition contrasts with Bronfenbrenner’s reference to normative transitions as the predicted and expected transitions that will be experienced by the majority of people within a life course.

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Authors and Affiliations

  1. School of Education, Charles Sturt University, Albury-Wodonga, Australia

    Sue Dockett

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  1. Sue Dockett
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Correspondence to Sue Dockett .

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Editors and Affiliations

  1. School of Education, Charles Sturt University, Albury-Wodonga, New South Wales, Australia

    Bob Perry

  2. School of Education, Charles Sturt University, Albury-Wodonga, New South Wales, Australia

    Sue Dockett

  3. School of Early Childhood, Queensland University of Technology, Kelvin Grove, Queensland, Australia

    Anne Petriwskyj

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Dockett, S. (2014). Transition to School: Normative or Relative?. In: Perry, B., Dockett, S., Petriwskyj, A. (eds) Transitions to School - International Research, Policy and Practice. International perspectives on early childhood education and development, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7350-9_14

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