Priming Events and Italian Children's Transition from Preschool to Elementary School: Representations and Action*

By William Corsaro, Luisa Molinari. 2000

113 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fef6d5cdaf67048d60b925d3bb33bfe52e29db43

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. B. Perry
2. Sue Dockett
3. J. Einarsdóttir
4. I. Siraj‐Blatchford
5. A. Clark
6. Joanne Mulligan

In Human Factors and Ergonomics

1. B. Perry
2. Sue Dockett
3. I. Siraj‐Blatchford
4. J. Einarsdóttir

In Sociology and Political Science

1. B. Perry
2. Sue Dockett
3. J. Einarsdóttir
4. I. Siraj‐Blatchford
5. A. Clark

Citations in the corpus

• Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective (2009, background): “This research (op cit) identified a number of studies that showed significant discontinuities (Potter & Briggs, 2003, Corsaro & Molinari, 2000, Clarke & Sharpe, 2003) and emphasised the need for teachers of 4 to 6 year-olds to be given more guidance on how to introduce literacy and numeracy…”
• Making meaning: children’s perspectives expressed through drawings (2009, methodology): “Participant observation has been widely used in research with children in early childhood settings (e.g. Corsaro & Molinari, 2000; Johansson, 2005; Pramling Samuelsson & Johansson, 2006) and video has become increasingly popular for recording observations (Graue & Walsh, 1998).”