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Quality & Transition for School and Life Readiness
Early Childhood in Focus 2-- Early Childhood and Primary Education: Transitions in the Lives of Young Children (Woodhead, M., & Moss, P. [Eds.], October 2007).
Many children living within resource-poor developing countries (i.e., the Majority World) are least likely to access quality pre-primary or primary education. Often, these children are least likely to proceed through school completion, perpetuating cycles of poverty and inequality. This document highlights the importance of "successful transitions" between early childhood services/schools and primary schools. Maintaining successful transitions may ensure greater possibilities for school completion among children within the Majority World. The document also emphasizes the complexities surrounding transition (e.g., child adjustment to new learning environment, relationship between pre-school/nursery school and primary school, etc...). However, acknowledging diversity among transitions due to political, cultural, and economic factors, may assist in identifying solutions.
Early Child Development: A Powerful Equalizer--Final report for the World Health Organization's Commission on Social Determinants of Health (Irwin, L.G., Siddiqi, A., & Hertzman, C., June 2007).
This document examines approaches to globally improving early childhood development (ECD). Understanding that factors (e.g., physical, social/emotional, and language/cognitive) within the early years of life affect child health and survival, this paper extends beyond these, considering how the early years can be used to create thriving global citizens. Also discussed is the influential role of the child’s environment (i.e., its quality and characteristics) during early development. This document draws from three main sources: (1) peer-reviewed scientific literature, (2) reports from governments, international agencies, and civil society groups, (3) a Knowledge Network of experts in ECD. The principal significance highlighted within this document is that the nurturing qualities of the environments where children grow up, live, and learn, with their parents, caregivers, family, and the community, have the most critical impact on their development.
Outcomes of good practice in transition processes for children entering primary school (Fabian, H., & Dunlop, A-W., May 2007).
This paper explores transitions between primary schools, children's homes, environments, and early childhood programs. These authors draw from Bronfenbrenner's systems theory to explain different models of transitions. Perspectives of parents, educators, and children are described, as well as global examples of successful transition initiatives. This paper also indicates implications for policy planning and implementation, as well as suggestions for schools.
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