Supporting Transitions Early Learning – Early Independence
Supporting Transitions Early Learning – Early Independence
Case study report of Gary Gordon
Within this paper the case study of Gary Gordon will be discussed, by implementing a number of different theorist the paper will explain what recommendations have been proposed to be put in place for Gary Gordon during his transitional stages from nursery to primary school. Transitions within Gary’s family background will also be explored with reference to the case study and observations made by teaching staff at his school. Transitions are now recognized as central to young children’s experiences and well-being, as well as a powerful integrative frameworks for research. The term “transitions” has a number of different meanings that are not all captured within one signal definition. However generally the term is linked to the process occurring at key periods also known as turning points during life courses, the change of a person’s appearance, relationship and role with society. Childhood and child development undergo many of these transitions / turning points often explained as the developmental processes that is structured by educational institutions (Vogler et al, 2008).
Urie Bronfenbrenner known as the ‘father’ of transition studies, his definition of transitional process is when the individual’s environment is altered as a result of a change in role or setting (Brooker, 2008).
Children are faced with many important changes in the first eight to ten years of their life including the transition of different learning environments, social groups and expectations of themselves from adults and other children. The process from nursery to primary school provides children with challenges and opportunities for their own learning and development cycle. These are classed as an essential part of growing up with the most important transitions taking place during the early years depending on how children will cope with these transitions will impact later life
Case study report of Gary Gordon
Within this paper the case study of Gary Gordon will be discussed, by implementing a number of different theorist the paper will explain what recommendations have been proposed to be put in place for Gary Gordon during his transitional stages from nursery to primary school. Transitions within Gary’s family background will also be explored with reference to the case study and observations made by teaching staff at his school. Transitions are now recognized as central to young children’s experiences and well-being, as well as a powerful integrative frameworks for research. The term “transitions” has a number of different meanings that are not all captured within one signal definition. However generally the term is linked to the process occurring at key periods also known as turning points during life courses, the change of a person’s appearance, relationship and role with society. Childhood and child development undergo many of these transitions / turning points often explained as the developmental processes that is structured by educational institutions (Vogler et al, 2008).
Urie Bronfenbrenner known as the ‘father’ of transition studies, his definition of transitional process is when the individual’s environment is altered as a result of a change in role or setting (Brooker, 2008).
Children are faced with many important changes in the first eight to ten years of their life including the transition of different learning environments, social groups and expectations of themselves from adults and other children. The process from nursery to primary school provides children with challenges and opportunities for their own learning and development cycle. These are classed as an essential part of growing up with the most important transitions taking place during the early years depending on how children will cope with these transitions will impact later life