Wilfried GriebelState Institute of Early Childhood Research (IFP), Munich, Germany

Early transitions – a European Overview

• Transitions in educational institutions• International research: Transition into school• Theoretical Transition Approach• Coping with discontinuities: Developmental tasks• Transition in the children‘s view• Experiences of parents• Consequences: Dialogue with families from the beginning on

International conference “Kindergarten – Preschool Education. Entry to the Educational System – Starting Pedagogic Partnership” of European Parents’ Association (EPA) and Austrian Parents’ Association (APA) October 9th – 10th, Vienna, Austria

Transitions in(to) educational institutions in Europe

• variety of institutions before compulsory school

• different ages of child

Transitions in(to) educational institutions:

• family into elementary

• elementary to primary

• primary to secondary

• etc.

Successful transitions enhance coping with further transitions

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Understanding Transitions

Sociology, Anthropology: change of culture

development of child as a learner

Developmental Psychology: change in continuity

development of child and parents

Definition:

Transitions means life events that …

… require coping with discontinuities on various levels

… stimulate processes of accelerated and intensified learning in social contexts

… are perceived as important biographic experiences of change in identity development

(Niesel & Griebel 2007)

Theoretical Transition Approach

Ecological developmental theory, social systems (Bronfenbrenner, 1979, 1986)

Stress paradigm (Lazarus, 1995; Lazarus & Folkman, 1986)

Critical life events, life span (Filipp, 1995)

Learning and development as co-construction (Rogoff, 1990; Valsiner, 1989; Vygotski, 1987)

Transition approach (Cowan, 1991; Fthenakis, 1999; Griebel & Niesel, 2004; Niesel, Griebel, Netta, 2008)

Transition: Coping with discontinuities

• individual level- changes in identity- regulation of strong emotions- acquisition of competencies

• interactional level- new relationships- changes and loss of relationships- new roles

• contextual level- integration of different environments- coping with additional family transitions

Transition as a Co-Constructive Process

educatorsschool teachershelping professionalssocial network

mothers, fathers, girls, boys mothers, fathers, girls, boys

develop

communicate participate

transition competencies

cope

transitionchildren become Kindergarten- parents become parents of aand schoolchildren Kindergarten- and schoolchild

help with

enhance

Transition in the children‘s view

Strong emotions

Selected knowledge

Cope in context

Play and learn

„And what does a School-child do?“

„Have fun … have joy. And concentrate and homework.“

Experiences of parents

Seek for information

Cope emotionally

Seek for continuity

Restructure daily routine

Traditionalize parenting style

Emphasize child‘s (cognitive) competences

Be overcompliant with demands

Successful transitions:

• wellbeing

• effective learning

Transition in social context:

• dialogue with family from the beginning

• communication, participation and cooperation of professional stakeholders

Parents in transition need partners

Parents are partners in

• shared responsibility

• cooperation that is deliberate, purposeful, equal, and low competitive

• co-construction of transition

child and parents in transition

local and regional projects

school

nursery school

of cooperation

curricula and administrative

regulations of Laender

providers‘ organizations

national report foundations

Transition Approach in context

scientific conferences

European Socrates Grundtvig 1.1. program TRANSITION

curriculum Bolzano, Italy international scientific community

„We have to take away hierarchies, explain terms, give examples, get all stakeholders interested – which, of course, is more inconvenient than just give an order.“

(Johann Wolfgang von Goethe)