{"title":"转变小学过渡：利用儿童的知识和身份认同基金","authors":"Fiona Boylan, Lennie Barblett, Leanne Lavina, Amelia Ruscoe","doi":"10.1080/1350293x.2023.2291354","DOIUrl":null,"url":null,"abstract":"Transition to school experiences influence children’s wellbeing, development, and learning at the time of transition and future transitions. Effective transitions require schools to engage with chi...","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"30 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Transforming transitions to primary school: using children’s funds of knowledge and identity\",\"authors\":\"Fiona Boylan, Lennie Barblett, Leanne Lavina, Amelia Ruscoe\",\"doi\":\"10.1080/1350293x.2023.2291354\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Transition to school experiences influence children’s wellbeing, development, and learning at the time of transition and future transitions. Effective transitions require schools to engage with chi...\",\"PeriodicalId\":47343,\"journal\":{\"name\":\"European Early Childhood Education Research Journal\",\"volume\":\"30 1\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-12-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Early Childhood Education Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/1350293x.2023.2291354\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Early Childhood Education Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1350293x.2023.2291354","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Transforming transitions to primary school: using children’s funds of knowledge and identity
Transition to school experiences influence children’s wellbeing, development, and learning at the time of transition and future transitions. Effective transitions require schools to engage with chi...
期刊介绍：
The European Early Childhood Education Research Journal (EECERJ) is the publication of the European Early Childhood Education Research Association (EECERA), an international organisation dedicated to the promotion and dissemination of research in Early Childhood Education throughout Europe and beyond. CREC is the UK base for the European Early Childhood Research Association. EECERA welcomes and encourages membership and contributions from across the world to share and participate in its European perspective. EECERJ aims to provide a forum for the publication of original research in early childhood education in Europe.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
