Enhancing Transition from Early Childhood Phase to Primary Education: Evidence from the research literature

By D. Yeboah. 2002

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Trends in construction of transition to school in three western regions, 1990–2004 (2005, background): “The reframing of school transition as a multi-year experience appears to have emerged alongside conceptualization of transition as a multi-faceted process engaging a range of stakeholders (Rimm-Kaufmann & Pianta, 2000; Neuman, 2001; Burchinal et al., 2002; Yeboah, 2002; Pianta & Kraft-Sayre, 2003).”
Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice. Working Papers in Early Childhood Development, No. 48. (2008, background): “At the same time, studies into children's educational transitions increasingly emphasise the need to make more explicit the link between socio-cultural contexts and children's school transition experiences (e.g., Yeboah, 2002).”
A conceptual framework for understanding children as agents in the transition from home to kindergarten (2006, unknown): “A considerable number of studies in different countries have used the word ‘transition’ to denote transition as: a change of contexts, the move from one institutional setting or phase to another in the education continuum (in the UK, Blatchford et al., 1982; Cleave et al., 1982; Woods et al., 1999; ”