Researchers

Researchers

Professor Stig Broström

Stig is Associate Professor in Early Childhood Education at The Danish University of Education. His research interests include children's transition and expectations of school.

Research Interests

  • Transition to school

Recent publications

  • Broström, S. (2003). An overview of research on transition
  • Broström, S. (2000). Communication & continuity in the transition from kindergarten to school in Denmark Paper related to poster symposium at EECERA 10th European Conference on Quality in Early Childhood Education, University of London, 29 August to 1 September 2000.

Publications on educational activities

  • Broström, S. (2003). Objects and media in frame play. In: Berg, L-E., Nelson, A., & Svensson, K. (2003). Toys in Educational and Socio-cultural Contexts. Toy Research in the Late twentieth Century, Part 1.Selection of papers presented at the International Toy Research Conference, Halmstad University, Sweden June 1996. ISBN 91-974811-1-4
  • Broström, S. (2002).Children tell stories. European Early Childhood Education Research Journal. 10, (1).
  • Broström, S. (1999).Drama-Games with six-year old children. Possibiliti-es and limitations. In: Yrjö Engeström & Raija-Leena Puna-maki (Ed.) Perspectives on Activity Theory. New York: Cambridge University Press.
  • Broström, S. (1999).Kindergarten in Denmark and the USA. Scandinavian Journal of Educational Research, 42, (2).
  • Broström, S. (1997).Children's Play: Tools and Symbols in Frame Play. Early Years, 17,(2), spring.
  • Broström, S. (1996).Frame Play with 6 Year Old Children. European Early Childhood Education Research Journal. Vol 4 (1).
  • Broström, S. (1995).Education, Motivation for Learning, and Social Compe-tence of 6-year-Olds in Kindergarten in Denmark and the United States. I: Child & Youth Care Forum, 24 (2), April.
  • Broström, S. (1992). Quick Response. An Ethnographic Analysis of a Dra-ma-game in a Danish Preschool. The Quarter-ly Newsletter of the Laboratory of Comparative Human Cognition. University of San Diego. 14(1).

Publications on organisational transition activities

  • Broström, S. (2003). Problems and barriers in children's learning when they transit from kindergarten to kindergarten class in school. European Early Childhood Research Journal, Research Monograph Series 1.
  • Broström, S. (2003). Transition in Context: Models, Practicalities and Problems (together with J. T. Wagner). In: Broström, S. & Wagner, J.T. (Ed.) Early childhood education in five Nordic countries: Perspectives on the transition from preschool to school. Århus: Systime Academic.
  • Broström, S. (2003). Transition from Kindergarten to School in Denmark: Building Bridges. In: Broström, S. & Wagner, J.T. (Ed.) Early childhood education in five Nordic countries: Perspectives on the transition from preschool to school. Århus: Systime Academic.
  • Broström, S. (2003). Transition in Early Childhood Education: Progress and Promise (Together with J.T. Wagner). In: Broström, S. & Wagner, J.T. (Ed.) Early childhood education in five Nordic countries: Perspectives on the transition from preschool to school. Århus: Systime Academic.
  • Broström, S. (2002).Communication & Continuity in the transition from kindergarten to school. In Fabian, H. & Dunlop, A.-W. (Ed.). Transitions in the Early Years. Debating continuity and progression for children in early education. London: RoutledgeFalmer.

Contact

The Danish University of Education
101 Emdrupvej
2400 Copenhagen NV
Denmark

Ph: +45 39 69 66 33
E: stbn@dpu.dk

Professor Carmen Dalli

Dr Carmen Dalli is senior lecturer and Director of the Institute for Early Childhood Studies at Victoria University of Wellington. She lectures in the BEd(Tchg) Early Chldhood degree offered conjointly with Wellington College of Education as well as in the BA and MEd degrees at Victoria University. Carmen was a member of the national working group that developed the early childhood code of ethics for Aotearao/New Zealand. Her research interests include children's start in childcare, children's experiences of early childhood services, professionalism in early childhood education and early childhood policies.

Research interests

  • Transition from home to child care

Recent publications

  • Dalli, C. (2002). In H. Fabian & A-W Dunlop (Ed) (2002) Transitions in the Early Years: Debating continuity and progression for children in early education. RoutledgeFalmer: London.
  • Dalli, C. (2002). Constructing identities: Being a mother and being a teacher during the experience of starting childcare. European Journal of Research in Early Childhood Education. To appear in Vol 10(2) in 2002.
  • Dalli, C. (2001).Handling the first transition: What early childhood educators can do, what they do and how they can do better. Early Education, Vol 25, pp. 13-20.
  • Dalli, C. (2001). Different perspectives on starting childcare. Set: Early childhood folio, 2001. Wellington: NZCER.
  • Dalli, C. (2000). Starting childcare: What young children learn about relating to adults in the first weeks of starting child care. Early childhood research and practice. Vol2(2).
  • Dalli, C. (2000). Beyond separation: Starting childcare before three. Childrenz Issues, Vol 4 (1), 21 26, 45.
  • Dalli, C. (2000). Transition to early childhood education: How teachers make a difference. Policy, Practice and Politics. Early Childhood Millenium Conference. 9-12 July. (pp89-97). Wellington: NZEI.
  • Dalli, C. (1999). Learning to be in childcare: mothers stories of their child’s “settling-in”. European Early Childhood Research journal, Vol 7 (2), 53-66.

Contact

The Danish University of Education
101 Emdrupvej
2400 Copenhagen NV
Denmark

Ph: +45 39 69 66 33
E: stbn@dpu.dk

Professor Aline-Wendy Dunlop

Aline-Wendy Dunlop is a Senior Lecturer in the Department of Primary Education, Faculty of Education, University of Strathclyde in Glasgow,
Scotland. She is Course Director of the Postgraduate Diploma & Masters Course in Early Education and of the Postgraduate Diploma in Autism. Her research interests are continuity and progression in educational transition; children under three: relationships and learning; social interaction understanding in autism and policy development for education 0-8. Previously a lecturer in Early Education at Moray House Institute of Education (now the Faculty of Education at Edinburgh University), Head Teacher, Home Visiting Teacher, Tutor of Child Growth & Development at Stevenson College and nursery, primary and special class teacher, she finds all these experiences invaluable in her present work.

Research interests

  • Transition from preschool to school

Recent publications

Contact

Department of Primary Education
University of Strathclyde
Jordanhill Campus
76 Southbrae Drive
Glasgow G41 2AG

Ph: 0141 950 3742
E: a.w.a.dunlop@strath.ac.uk

Professor Jóhanna Einarsdóttir

Jóhanna Einarsdóttir is Professor at the University of Iceland, School of Education.

Research interests

  • Transition from preschool to school

Recent publications

  • Einarsdóttir, J.(2003). Charting a smooth course: Transition from playschool to primary school in Iceland. Í S. Broström og J. Wagner (Ritstj.). Early childhood education in five Nordic countries: Perspectives on the transition from preschool to school. (bls. 101-127) Århus: Systime Academic.
  • Einarsdottir, J. (2002). When the Bell Rings We have to go Inside: Preschool Children’s Views on the Elementary School. Paper presented at the European Early Childhood Education Research Conference in Cyprus, August 2002.

Contact

University of Iceland, School of Education
v/Stakkahlid, 105 Reykjavik
Iceland

Ph: 354-8613261
E: joein@khi.is

Hilary Fabian

Hilary Fabian is programme leader for the BA (Hons) Primary QTS and BA (Hons) Early Childhood Studies programmes at the North East Wales Institute. She has taught young children in the London Boroughs of Hillingdon and Harrow; with the Service Children's Education Authority in Germany; in Buckinghamshire and in Shropshire. From 1991 to 2000 she was a senior lecturer at the Manchester Metropolitan University where she was course leader for the Early Years Continuing Professional Development programmes. From 2000 to 2002 she taught at The University of Edinburgh. She has been an NPQH and SQH assessor, a Registered Nursery Inspector and an education consultant for the British Forces 'Counterpoint' radio programme. She has an MSc degree in Education Management where her dissertation explored staff induction. Her PhD thesis, books and journal publications reflect her interest in transitions, particularly children starting school, and the management of induction to new settings.

Research interests

  • managing the start of school
  • mobile populations and turbulence in school
  • managing staff induction

Recent publications

  • Fabian, H. (2004). Transitions in Wales: Foundation Phase to Key Stage 2l. OMEP Updates Summer 2004, pp2-4.
  • Fabian, H. (2004). Moving on. Paper presented on the 14th European Conference on Quality in Early Childhood Education (EECERA), Malta
  • Fabian, H. (2003) 'Young Children Changing Schools: Disruption or Opportunity?' in European Early Childhood Education Research Journal Themed Monograph Series 'Transitions' No. 1, pp. 99-107.
  • Fabian, H. (2003). Starting School for Children from Dysfunctional Families. Paper presented on the 13th European Conference on Quality in Early Childhood Education (EECERA), Edinburgh
  • Fabian, H. (2002) Children Starting School. London: David Fulton Publishers.
  • Fabian, H. (2002) "Inter-conneXions" ‘Interconnexions’ was presented as a parallel session at the ‘Progress with Purpose’ conference on March 18th 2002 in Edinburgh.
  • Fabian, H. (2002) Learning Inside Out. Paper presented on the 12th European Conference on Quality in Early Childhood Education (EECERA), Cyprus
  • Fabian, H. (2001) Pupil mobility: stories of turbulence. Paper presented on the 11th European Conference on Quality in Early Childhood Education (EECERA), Holland
  • Fabian, H. and Dunlop, A. W. A. (Eds) (2002) Transitions in the Early Years. London: Routledge Falmer Publishers.
  • Fabian, H. (2002) 5-14 Support Series: Contextualised Learning for 5-8-year-olds. Glasgow: Learning + Teaching Scotland.
    http://www.ltscotland.org.uk/earlyyears/publications/ltscotland/learning3to5.asp
  • Fabian, H. (2000) "Small Steps to Starting School", International Journal of Early Years Education. June. 8(2).
  • Fabian, H. (2000) "A Seamless Transition?" Paper presented on the 10th European Conference on Quality in Early Childhood Education (EECERA), London 29th of August - 1st of September 2000.
  • Fabian, H. (2000) Empowering Children for Transitions. Paper presented on the 10th European Conference on Quality in Early Childhood Education (EECERA), London 29th of August - 1st of September 2000.1
  • Fabian, H. (1996) "Children Starting School: Parents in Partnership", Mentoring and Tutoring,4(1). Summer 1996, pp. 12 - 22.

Contact

The North West Wales Institute
Faculty of Education
Plas Coch
Mold Road
Wrexham LL11 2AW

E: h.fabian@newi.ac.uk

Associate Professor Sidsel Germeten

Dr Sidsel Germeten is Associate Professor in early childhood and primary education in the Faculty of Teacher Education at Oslo University College, Norway where she ahs worked for the last seven years. Prior to this she was an consultant adviser in Early Childhood Education in The Norwegian Union of Teachers from 1986-94, Teacher and Head teacher in primary school of special Education from 1976-84, and pre-school teacher from 1973.She has written several articles of Early Childhood Education in English and Norwegian. Her doctoral thesis is on the subject freedom and control in the classroom of the 6. Year olds (1-graders in Norway).

Research interests

  • Early Childhood Education
  • Transition from Kindergarden to School
  • Evaluation studies, curriculum studies

Publications in English

Contact

Oslo University College,
Department of Teacher Education
Pilestredet 52, 0167
OSLO-NORWAY

E: Sidsel.Germeten@lu.hio.no

Professor Wilfried Griebel

Wilfried Griebel, Dipl.-Psych. (Univ), has been working since 1982 as member of scientific staff of the State Insitute for Early Childhood Education and Research (IFP) in Munich, Bavaria. He started to work on fathers in different family structures and on families changing their structures, i.e. family transitions to post-divorce families and stepfamilies. As a psychological expert he dealt with cases of custody and access in families of divorce and foster families.Wilfried Griebel has done a lot of professional training for social workers, counsellors, judges and teachers, and has published, together with W.E.Fthenakis and other colleagues, on these topics. In the field of early childhood education, interaction between family and educational institutions especially the transition from family to Kindergarten and from Kindergarten to school have been empirically studied, together with Renate Niesel. The last study also is part of a current development of a new national curriculum that emphasizes coping with transitions of children and their families.

Research interests

  • transition from family to preschool (kindergarten)
  • transition from preschool to school

Recent publications

Contact

State Institute of Early Childhood Education and Research
Munich
Germany

E: wilfried.griebel@extern.lrz-muenchen.de

Professor Inge Johansson

Dr Inge Johansson is Associate Professor and senior reseacher in Stockholm Institute of Education, Stockholm Sweden. He has been doing research during the last 25 years, mainly about the pedagogical content in services for young school-children, preschool and the link(transition) between preschool and school. He has also studied the linkage between parents-school and quality. He is currently leader for a research project about how children perceive the content of after school centers and also a project about the interaction between parents and teachers in the nordic countries (Denmark, Norway, Finland and Sweden).

Research interests

  • transition from preschool to school
  • early childhood pedagogy
  • parents-school and quality

Recent publications

  • Johannson, I. (2002). In H. Fabian & A-W Dunlop (Ed) (2002) Transitions in the Early Years: Debating continuity and progression for children in early education. RoutledgeFalmer: London.
  • Johansson, I. (2000). Parents view of the content in new services for younger schoolchildren in Sweden. Paper presented at the 10th European Conference on Quality in Early Childhood Education. London August 2000.
  • Johansson, I. (1998). Parent involvement and Quality in Preschool. Paper presenterat vid Ninth Annual International Roundtable on School, Family and Community Partnership, John Hopkins University, April 1998, San Diego.
  • Johansson, I. (1997).The Interpay Between Organization and Pedagogical Content. Results from a Study Reflecting the Changes within 12 Preschools in Stockholm During a Three-Year Period. European Early Childhood Education Research Journal, Vol 5, No 2, 1997 p.33-45.
  • Johansson, I. (1996). Parent View of the Pre-school's Content. Paper presenterat på konferensen, Education is partnership. Köpenhamn November 1996.
  • Johansson, I. (1995). New Services for Six-year-olds in Stockholm. Content and Directions. European Early Childhood Education Research Journal, Vol 3. , No 1, 1995 p.17-34.

Contact

Department of Human Development,
Learning and Special Education.
Stockholm Institute of Education.
P.O. Box 473 08, S-100 74 Stockholm
Sweden

Ph: +46 8 737 96 14
E: inge.johansson@lhs.se

Dr Anna Kienig

(M.A. in Early Childhood Education, Warsaw University; Ph.D. in Developmental Psychology, Warsaw University) is a Senior Lecturer of Developmental Psychology and Early Education at the University of Bialystok, in Faculty of Pedagogy and Psychology, Department of Early Childhood Education. She has taught in University of Bialystok for the last 20 years in the field of Early Years Education (in Full- and Part-time Studies). She is Course Leader of post-diploma programme "Child Development Support in the Early Years" .She is Editor of Nowy Test (journal of psychology and education). She is the member of European Early Childhood Education Research Association and Society for Research in Child Development (USA).

Research interests

  • child development: developmental disharmonies and social development, mainly transitions in the early years and connections between process of early adjustment to new setting and later social behaviour

Recent publications

  • Kienig A. (2001) Transitions in the early childhood – international perspective: Poland and Belarus. Paper presented at 11th European Conference on Quality in Early Childhood Education, Alkmaar /The Netherlands, 29.08 – 1.09.2001.
  • Kienig A. (2000): Transitions in early childhood. Poster presented at 10th European Conference on Quality in Early Childhood Education,"Complexity, Diversity and Multiple Perspectives in Early Childhood Services", 29.08-1.09.2000r. London.
  • Kienig A. (1999) Adjustment to preschool setting as a central social experience in the early years. Poster presented at Society for Research in Child Development Biennial Meeting, 15-18. 04. 1999r., Albuquerque, USA
  • Kienig A. (1999): Adjustment to new setting in the early years: how to help children in this transition. Paper presented at 9th European Conference on Quality in Early Childhood Education, „How does Early Education lead to Life-Long Learning?", 1-4.09.1999r., Helsinki, Finland.
  • Kienig A. (1998) Developmental disharmonies and adaptation of child to preschool setting. International Journal of Early Years Education, vol.6, nr 2 Summer 1998, pp.143-153 Trentham Books, England
  • Kienig A. (1998) Behaviour disorders of children during adaptation process to pre-school setting. Paper presented at "Stress, Coping and Social Hardening Conference", Bia_ystok/Bia_owie_a, 11-13. 05.1998r
  • Kienig A. (1998) Developmental disharmonies in early childhood, Paper presented at 8th European Conference on Quality of Early Childhood Education „Early Childhood Education: New Challenges, New Teachers", Santiago de Compostela/Hiszpania, 2-5.09.1998r.
  • Kienig A. (1997) The child enters preschool setting. Poster presented at 7th European Conference on Quality in Early Childhood Education "Childhood in a Changing Society", Munich, Germany, 3-6.09.1997r.

Contact

University of Bialystock
Faculty of Pedagogy and Psychology
Department of Early Childhood Education
20 Swierkowa Str.
15-328 Bialystok
Poland

Ph: +4885 604 526 479
E: ankienig@uwb.edu.pl

Associate Professor Kay Margetts

Associate Professor Kay Margetts lectures in early childhood and primary teacher education, the Melbourne graduate School of Education, The University of Melbourne. Prior to entering academia she was Project Officer - Inservice and Professional Development Programs at the Lady Gowrie Child Centre, writer and producer of children's television programs, and a preschool teacher working in both sessional and long day programs.

Research interests

  • children's transition and adjustment to schooling
  • child development
  • early childhood practice and curriculum

Recent publications

  • Margetts, K. (2008). Transition to school. What children think about how it works and how it is going to be different things. Summary of paper presented at the 18th EECERA Conference - Stavanger 2 Sept - 6 Sept 2008.
  • Margetts, K. (2007). Understanding and supporting children: shaping transition practices. In H. Fabian & A-W Dunlop (eds). Informing Transitions: Bridging Research, Policy and Practice. (Chapter 8, pp 107-119). Open University Press: London .
  • Margetts, K. (2007). Preparing children for school - benefits and privileges. Australian Journal of Early Childhood. 32 (2), 43-50.
  • Margetts, K. & MURPHY, C. (2006). What do children do when they are at home and who do they do it with? Journal of Australian Research in Early Childhood Education,13 (2), 55-66.
  • Margetts, K. (2005). Children's adjustment to the first year of schooling: Indicators of hyperactivity, internalising and externalising behaviours. International Journal of Transitions in Childhood, 1 , 36-44.
  • Margetts, K. (2005) . The use and influence of outside-school-hours care in the first year of school. Journal of Australian Research in Early Childhood Education,12 (2), 73-86.
  • Margetts, K. (2006). "Teachers should explain what they mean": What new children need to know about starting school. Summary of paper presented at the EECERA 16th Annual Conference Reykjavik , Iceland , 30 August - 2 September 2006
  • Margetts, K. (2004). Weaving webs of support for children's transition to school. OMEP Updates Summer 2004, pp12-15.
  • Margetts, K. (2004). Relationships between centre-based child care and children's adjustment to the first year of school. Summary of a paper presented to the 13th European Conference on Quality in Early Childhood Education Early Childhood Narratives Glasgow Scotland 3 September - 6 September 2003
  • Margetts, K. (2003) Identifying and supporting behaviours associated with cooperation, assertion and self control in young children starting school. Summary of a paper presented at the 12th European Conference on Quality in Early Childhood Education: Strategies for Effective Learning in Early Childhood The University of Cyprus, Lefcosia Cyprus , 28-31 August 2002.
  • Margetts, K. (2003) Does adjustment at preschool predict adjustment in the first year of schooling? Journal of Australian Research in Early Childhood Education,10(2).
  • Margetts, K. (2003). How transition programs help students adjust. EQ Australia, 3, 15-16.
  • Margetts, K. (2003). Starting school: Not so easy. Prime Focus, 34, 2-3.
  • Margetts, K. (2003). Preparing children for the first year of school. Rattler, 65, 14-17.
  • Margetts, K. (2003). Do Personal Characteristics Influence Children Starting School? Proceedings of the AARE Conference. University of Queensland 1-5 December 2002. AARE
  • Margetts, K. (2003). Personal, family and social influences on children's early school adjustment. Proceedings of the Australian Early Childhood Association Biennial Conference Hobart 10-13 July 2003. Australian Early Childhood Association.
  • Margetts, K. (2002) Planning transition programs. In H. Fabian & A-W Dunlop (2002) Transitions in the Early Years: Debating continuity and progression for children in early education. RoutledgeFalmer: London, Chapter 9. pp 156-179.
  • Margetts, K. (2002). The developing child in today's world: Issues and care in education. Educare News, Issue 127(July), 10-13.
  • Margetts, K. (2001). Transition and learning - a vital partnership. Proceedings of the 2001 Early Years of Schooling Conference - Creating Learning Communities Melbourne, 17-18 June.
  • Margetts, K. (2000). Indicators of children's adjustment to the first year of schooling. Journal for Australian Research in Early Childhood Education, 7(1), 20-30.
  • Margetts, K. (2000) Establishing Valid Measures of Children's Adjustment to the First Year of Schooling. Post-Script, 1(1) http://www.edfac.unimelb.edu.au/insight/ contentsvol1.shtml
  • Margetts, K. (2000). Planning for transition can make a difference. High expectations outstanding achievements. High Expectations Outstanding Achievements, Proceedings of the Early Years of Schooling P-4, Conference. 4-5 June, 2000, A5, pp1-9.
  • Margetts, K. (1999). Transition to school: Looking forward. Proceedings of the Australian Early Childhood Association Biennial Conference Darwin 14-17 July 1999. Australian Early Childhood Association, http://www.aeca.org.au/darconfmarg.html.
  • Margetts, K. (1997). Factors impacting on children's adjustment to the first year of primary school. set: Research Information for Teachers, 2.
  • Margetts, K. (1997). Factors impacting on children's adjustment to the first year of primary school. Early Childhood Folio 3: A Collection of Recent Research. NZCER
  • Margetts, K. (1996). Children's adjustment to the first year of school. Graduate Studies in Education. Proceedings of the Faculty of Education Graduate Student Conference, The University of Melbourne 9 December, 1995, 2, 33-46.

Contact

Melbourne Graduate School of Education
The University of Melbourne
Victoria
Australia 3101

Ph: +61 3 8344 0988
E: k.margetts@unimelb.edu.au

Dr Renate Niesel

Renate Niesel, Diplom-Psychologin, is working as a member of scientific staff of the State Institute of Early Childhood Education and Research in Munich, Germany. She started working on transitions in the context of family of divorce and especially, children coping with parental divorce. She authored   and co-authored publications and expert statements that went along with changes in jurisdiction and law regarding custody, access and welfare practice.Transferring experience from family transitions to early childhood education, she carried out empirical studies together with Wilfried Griebel on the transition from family to Kindergarten and from Kindergarten to school. In Germany, Kindergarten hitherto is not part of the school system. Besides, she is working as a lecturer for Kindergarten and school teachers and students of early childhood education. Her list of publications addresses professionals as well as parents.

Research interests

  • Transition from preschool to school

Recent publications

Sally Peters

Sally Peters is a senior lecturer in the Department of Education Studies, University of Waikato, New Zealand.

Research interests

  • from preschool to the first year of schooling.

Recent publications

  • Peters, S . (2002). In H. Fabian & A-W Dunlop (Ed) (2002) Transitions in the Early Years: Debating continuity and progression for children in early education. RoutledgeFalmer: London.
  • Peters, S. (2000). The transition to school. In W. Drewery & L. Bird. Human development: A journey through the lifespan (118-119). Auckland:McGraw-Hill.
  • Peters, S. (2000). Multiple perspectives on continuity in early learning and the transition to school. Paper presented at "Complexity, diversity and multiple perspectives in early childhood", Tenth European Early Childhood Conference, University of London, August.
  • Peters, S. (1999). Continuity and discontinuity: Issues for parents and teachers seeking to enhance children's transition to school. Paper presented at 'Sharing Research in Early Childhood Education', The Third Warwick International Early Years Conference, University of Warwick, Coventry, England, April.
  • Peters, S. (1999). Planning for transition: Early childhood teachers' roles in enhancing children's transition to school. Paper presented at the Seventh Early Childhood Convention, Nelson, September.
  • Peters, S. (1998). Gathering and sharing information on young children within the context of the transition to school. SAMEpapers, 107-122.
  • Peters, S. (1998). Assessment and reporting within the context of the transition to school. Paper presented at the annual conference of the New Zealand Association for Research in Education, Dunedin, December.

Contact

Department of Education Studies
University of Waikato
Private Bag 3105
Hamilton
New Zealand

E: speters@waikato.ac.nz

Elke Reichmann

Elke Reichmann is Professor for early Childhood Studies at the Protestant University of Applied Sciences LudwigsburgGermany. In 2004 she entered academia. In parallel she worked as an elementary school teacher for 12 years. Previously she taught in the BA programme “Elementarbildung” at the University of Education Weingarten and the MA programme “Early Childhood Studies” in association with the University of Education, St. Gallen, Switzerland.

Research interests

  • children’s transitions from preschool to elementary school
  • the cooperation between preschool and elementary school
  • children´s play and learning
  • cooperative learning

Recent publications

Contact

University of Education Weingarten
Kirchplatz 2
88250 Weingarten
Germany

Ph: +49 751 501 2072
E: reichmann@ph-weingarten.de

Sue Robson

Sue Robson is a Senior Lecturer in Early Childhood Studies at the University of Surrey Roehampton. Her research interests include issues realted to home, school and community, and children's understandings of play, work and learning.

Research interests

  • home, school and community
  • children's understandings of play, work and learning

Recent publications

  • Robson, S & S. Smedley (1996) Education in Early Childhood, London: David Fulton (2nd edition in preparation)
  • (1999-2000) Multimedia publications: Guidance sections for parents and for use of CD roms for young children published by Dorling Kindersley as part of their Parent Assisted Learning programme

Contact

University of Surrey Roehampton
Roehampton Lane
London SW15 5PJ

Ph: 0208 392 3313
E: S.Robson@Roehampton.ac.uk

José C.M. Smeets

Jose is lecturere in early childhood language development and education at IPABO University of Applied Sciences in Amsterdam, The Netherlands. Jose's research is focused on transition to school, age effects and school readiness. Other research interests include emergent literacy, language development and language education.

Research interests

  • transition to school
  • young children's language development

Contact

PABO University of Applied Sciences
Jan Tooropstraat 136
Amsterdam

Ph: +31(0)206137979
E: j.smeets@hs-ipabo.edu

Dr Tuija Turunen

Tuija Turunen is a senior lecturer in early years education, University of Lapland. She lectures in the Master of Education degree, mostly in teacher training.

Research interests

  • development of preschool curricula for 6-year-old children in Finland
  • transition from day-care to pre-school
  • transition from pre-school to primary school

Recent publications

  • Komulainen, J., Rohiola, U. and Turunen T. Miten ohjataan? [How to guide?] In Ohjatun harjoittelun perusteita [Basics of guidance in teaching practices]. Coming in 2009.
  • T urunen, T. (2008). Mistä on esiopetussuunnitelmat tehty? Esiopetuksen opetussuunnitelman perusteiden 1996 ja 2000 diskurssianalyyttinen tutkimus. [What are pre-school curricula made of? A discourse analysis of Core Curricula for Pre-School Education in Finland 1996 and 2000 , Abstract in English] Acta Universitatis Lapponiensis 135. Rovaniemi: University of Lapland.

Contact

University of Lapland
Faculty of Education
PO Box 122
FI-96101 Rovaniemi
Finland

Ph: +35 816 34122425
E: tuija.turunen@ulapland.fi

Professor Sue Dockett

Research interests

  • from preschool to the first year of schooling

Research publications

  • Dockett, S., Mason, T., & Perry, B. (2006). Successful transition to school for Australian Aboriginal children. Childhood Education, 82(3), 139-144.
  • Dockett, S., & Perry, B. (2006). Children's transition to school: Changing expectations. In A. W. Dunlop & H. Fabian (Eds.) Informing transition: Building research policy and practice. London: Open University Press.
  • Dockett, S., & Perry, B. (2005). Children's drawings: Experiences and expectations of school. International Journal of Innovation and Equity in Early Childhood, 3(2), 77-89.
  • Dockett, S., & Perry, B. (2005).'A buddy doesn't let kids get hurt in the playground': Starting school with buddies. Journal of Transitions in Childhood, 1(1).
  • Dockett, S., & Perry, B. (2005). "You need to know how to play safe": Children's experiences of starting school. Contemporary Issues in Early Childhood, 6(1), 4-18.
  • Dockett, S., & Perry, B. (2005). Starting school in Australia is "a bit safer, a lot easier and more relaxing": Issues for parents from culturally and linguistically diverse backgrounds. Early Years, 25(3), 271-281.
  • Dockett, S., & Perry, B. (2005). Researching with children: insights from the Starting School Research Project. Early Childhood Development and Care, 175(6), 507-521.
  • Dockett, S., & Perry, B. (2004). Starting school: Perspectives of Australian children, parents and educators. Journal of Early Childhood Research, 2(2), 171-189.
  • Dockett, S., & Perry, B. (2004). School is like preschool but you can't make noise: School is like preschool but you can't make noise: Young children's views of continuity from preschool (nursery) to school, OMEP UK Updates, Summer 2004, 116, 16-20.
  • Dockett, S., & Perry, B. (2003). Children's views and children's voices in starting school. Australian Journal of Early Childhood, 26(1), 12-17.
  • Dockett, S., & Perry, B. (2002). 'Who's ready for what?': Contemporary Issues in Early Childhood, 3(1), 67-89.

Contact

Murray School of Education
Charles Sturt University
Albury, Australia

Ph: (02) 6051 9403
E: sdockett@csu.edu.au

Associate Professor Bob Perry

Research interests

  • from preschool to the first year of schooling

Research publications

  • Borg, T., Dockett, S., Meredith, H., & Perry, B. (2001). Do teachers who are parents have different perceptions about what is important in children's transition to school than those who are not parents? Journal of Australian Research in Early Childhood Education., 8(1), 11-22.
  • Dockett, S., & Perry, B. (2001). Starting school: Effective transitions. Early Childhood Research and Practice, 3(2). Available on-line: http://ecrp/uiuc.edu/v3n2/dockett.html
  • Dockett, S., & Perry, B. (2002). 'Don't eat other people's lunch'. Children's views of starting school. Early Childhood Folio, 6, 7-9.
  • Dockett, S., & Perry, B. (2002). Who's ready for what? Young children starting school. Contemporary Issues in Early Childhood, 3(1), 67-89.
  • Dockett, S., Perry, B., Howard, P., Whitton, D., & Cusack, M (2002). Australian children starting school. Childhood Education, 78(6), 349-353.
  • Dockett, S., Perry, B., & Nicolson, D. (2002). Social and personal transformation as children start school. International Journal of Learning, 9, 289-299.
  • Dockett, S., & Perry, B. (2003). Children's views and children's voices in starting school. Australian Journal of Early Childhood, 28(1), 12-17.
  • Dockett, S., & Perry, B. (2003). Smoothing the way: What makes a successful school transition program? Education Links, 65, 6-10.
  • Dockett, S., & Perry, B. (2003). The transition to school: What's important? Educational Leadership, 60(7), 30-33.
  • Westcott, K., Perry, B., Dockett, S., & Jones, K., (2003). Parent's transition to school. Journal of Australian Research in Early Childhood Education, 10(2), 26-38.
  • Dockett, S., & Perry, B. (2004). Starting school: Perspectives of Australian children, parents and educators. Journal of Early Childhood Research, 2(2), 171-189.
  • Dockett, S., & Perry, B. (2004). What makes a successful transition to school? Views of Australian parents and teachers. International Journal for Early Years Education, 12(3), 217-230.
  • Dockett, S., & Perry, B. (2005). "A buddy doesn't let kids get hurt in the playground": Starting school with buddies. International Journal of Transitions in Childhood, 1, 22-34. Available on-line from http://extranet.edfac.unimelb.edu.au/LED/tec/
  • Dockett, S., & Perry, B. (2005). Children's drawings: Experiences and expectations of school. International Journal of Equity and Innovation in Early Childhood, 3(2), 77-89.
  • Dockett, S., & Perry, B. (2005). Researching with children: Insights from the Starting School Research Project. arly Childhood Development and Care, 175(6), 507-521.
  • Dockett, S., & Perry, B. (2005). Starting school in Australia is "a bit safer, a lot easier and more relaxing": Issues for parents from culturally and linguistically diverse backgrounds. Early Years, 25(3), 271-281.
  • Dockett, S., & Perry, B. (2005). "You need to know how to play safe": Children's experiences of starting school. Contemporary Issues in Early Childhood, 6(1), 4-18.
  • Sanagavarapu, P., & Perry, B. (2005). Concerns and expectations of Bangladeshi parents as their children start school. Australian Journal of Early Childhood. 30(3), 45-51.
  • Whitton, D., & Perry, B. (2005). Transition to high school for gifted and mainstream students. Australasian Journal of Gifted Education, 14(1), 30-35.
  • Dockett, S., Mason, T., & Perry, B. (2006). Successful transition to school for Australian Aboriginal children. Childhood Education, 82(3), 139-144.
  • Dockett, S., Perry, B. & Whitton, D. (2006). Picture story books and starting school. Early Child Development and Care, 176(8), 835-848.
  • Kirk-Downey, T., & Perry. B. (2006). Making transition to school a community event: The Wollongong experience. International Journal of Transitions in Childhood, 2, 40-49.

Refereed conference proceedings

Contact

Murray School of Education
Charles Sturt University
Albury, Australia

Ph: (02) 6051 9455
E: bperry@csu.edu.au

Nanette Smith

Research publications

Contact

Institute of Education
University College Worcester
Henwick Grove
Worcester WR2 6AJ

Ph: 01905 855533
E: smith@worc.ac.uk

Andreas Wildgruber

Research interests

  • transition from preschool to elementary school

Research publications

Contact

Staatsinstitut für Frühpädagogik
Winzererstr. 9, Nordgebäude
D-80797 München
Germany

E: reichmann@ph-weingarten.de