In this paper, I discuss transitions in literacy learning at two important periods in children's lives: the transition from home to an early childhood setting to school; and the transition from an early childhood setting to school. While change is part of life, children need support to reconcile discontinuities. The central importance of partnerships between early childhood practitioners and families in supporting young children's literacy learning is emphasized and some of the issues involved in deloping productive partnerships are explored. I suggest that a willingness to recognize and accept the knowledge and expertise of families is a key step, and I offer guidelines to support this process. Copyright © 2006 The Hong Kong Institute of Education.
|Journal||Hong Kong Journal of Early Childhood|
|Publication status||Published - May 2006|