Contextual factors affecting inclusion during children's transitions from preschool to school (2008)

View/ Open
Type of Content
Journal ArticlePublisher
University of Canterbury. School of Educational Studies and Human DevelopmentCollections
Abstract
This qualitative study investigated the experiences of two pairs of boys (one pair typically developing, one pair with Down Syndrome) during their transitions to school. The boys were observed using continuous narrative recordings, during all aspects of the curriculum. Their teachers, parents and peers were also interviewed. Results indicated that the boys with Down Syndrome (DS) engaged in a narrower range of roles than did the typically developing boys at preschool (interactions that did not involve any emotional connections with specific children). However, observations at school indicated that inclusion or exclusion were not within-child characteristics, but largely dependent on the context. The data suggests that specifically it was the nature of relationships in each context that affected inclusion and exclusion, more so than the setting (preschool or school) or the presence of DS. These relationships were shaped at all levels of the centre or school's educational culture and ethos.
Citation
Rietveld, C.M. (2008) Contextual factors affecting inclusion during children's transitions from preschool to school. Australian Journal of Early Childhood, 33(3), pp. 1-9.This citation is automatically generated and may be unreliable. Use as a guide only.
ANZSRC Fields of Research
39 - Education::3901 - Curriculum and pedagogy::390102 - Curriculum and pedagogy theory and development13 - Education::1303 - Specialist Studies in Education::130312 - Special Education and Disability
Related items
Showing items related by title, author, creator and subject.
-
Contextual Factors Affecting Inclusion during Children’s Transitions from Preschool to School
Rietveld, C.M. (University of Canterbury. School of Educational Studies and Human Development., 2004)This qualitative study investigated the experiences of 2 pairs of boys (1 typically developing, 1 with Down Syndrome) during their transitions to school. The boys were observed using continuous narrative recordings during ... -
Schools celebrating place and community: a study of two rural schools in Bangladesh and New Zealand
Hasnat MA; Greenwood, Janinka (2021) -
Phases in Collaboration: Using Schwab’s Deliberation to Respond to Change in Teacher Education
North CJ; Clelland T; Lindsay H (Informa UK Limited, 2018)© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. The literature suggests that radical changes to teacher education are common but rarely well-planned or resourced. Such changes can be detrimental to ...