Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

Design and organisation of the transition from kindergarten to elementary school and the integration of this theme in (university degree) training in Scotland

Dunlop, Aline-Wendy (2014) Design and organisation of the transition from kindergarten to elementary school and the integration of this theme in (university degree) training in Scotland. In: Elementar-und und Primarpädagogik. Springer, Wiesbaden, pp. 139-155. ISBN 9783658038106

Full text not available in this repository. Request a copy from the Strathclyde author

Abstract

Two independently important but not previously juxtaposed nor jointly interrogated topics are brought together in this paper: the design and organisation of early childhood transitions between sectors, in particular from preschool to elementary education, and the integration of this theme in the training and qualifications of educators in their (University) programme of study. Key elements and drivers of transitions experience that should be included in the training of educators are identified and it is proposed that their inclusion will benefit a continuous process in young children’s education: it is shown that such integration is underway in Scottish early educators’ programmes of study.