A conceptual framework for understanding children as agents in the transition from home to kindergarten

Mei Seung Michelle LAM, Andrew POLLARD

Research output: Contribution to journalArticles

51 Citations (Scopus)

Abstract

The transition from home to kindergarten, for most children, is the first and major ecological transition in their educational life. Kindergarten is the first educational setting in which children make sense about 'school' as a place to learn and about themselves as 'pupils'. In this transition, children cross a cultural boundary from home to kindergarten and, in fact, they commute between the two cultural settings. In Vygotsky's view, children are active culture learners. How they cope with, and adapt to, the novel kindergarten is crucial to their 'pupil career' in their life-long learning. Thus, this paper aims to provide early childhood education professionals with a framework to understand children as agents in the transition from home to kindergarten. This paper begins with a review of the concept of transition. It then presents a conceptual framework of the understanding of children as agents in the transition from home to kindergarten. Major elements of the conceptual framework are derived from sociocultural theory, and analyses of 'rites of passage' and 'pupil career'. This highlights the relationships between layers of context, stages of transition, and adaptation outcomes. Copyright © 2006 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)123-141
JournalEarly Years
Volume26
Issue number2
DOIs
Publication statusPublished - Jul 2006

Citation

Lam, M. S., & Pollard, A. (2006). A conceptual framework for understanding children as agents in the transition from home to kindergarten. Early Years, 26(2), 123-141.

Keywords

  • Adaptation
  • Transition
  • Home to kindergarten
  • Early childhood education
  • Sociocultural theory
  • Rites of passage

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