Transitioning children from early childhood education to school: Teacher beliefs and transition practices

Author(s): Timperley, Helen; McNaughton, Stuart; Howie, Lin; Robinson, Viviane;
Date Issued: 2003
Publisher(s): Early Childhood Australia
Description: A comparison of early child care educators’ and primary school teachers’ beliefs and practices about assisting preschool children in their transition to school, focusing on implications for students involved in school transition in New Zealand
show entire record ↓
Journal Title: Australian Journal of Early Childhood
Volume Number: 28
Issue Number: 2
Page Range: 32-38
Topics: Parent, School, & Community School Readiness/Child School Success & Performance > Transition To School

International Child Care & Early Education > Single-Country Studies

Child Care & Early Education Provider Workforce
Country: New Zealand
ISSN: 0312-5033 Paper
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Impact of Georgia's pre-k program on kindergarten through third grade teachers [Executive summary] Executive Summary
Impact of Georgia's pre-k program on kindergarten through third grade teachers Reports & Papers
Children starting school: What should children, parents and school teachers do? Reports & Papers
Transition to school practices: Comparisons from Iceland and Australia Reports & Papers
‘School doesn’t feel as much of a partnership’: Parents’ perceptions of their children’s transition from nursery school to Reception class Other

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate