The Transition to Elementary School: A Framework for Creating Early Childhood Continuity Through Home, School, and Community Partnerships
The Transition to Elementary School: A Framework for Creating Early Childhood Continuity Through Home, School, and Community Partnerships
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向小学的过渡：通过家庭、学校和社区合作创建幼儿连续性的框架
DOI：
10.1086/461903
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发表时间：
1998
期刊：
影响因子：
--
通讯作者：
T. Speth
中科院分区：
文献类型：
--
作者：
Peter L. Mangione;T. Speth
本文重点介绍了一个框架，支持连续性在幼儿期，这反过来又平滑幼儿的过渡，包括过渡到小学。该框架由8个要素组成，包括家庭作为伙伴、共同领导、全面和反应迅速的服务、文化和母语、沟通、知识和技能发展、适当的照顾和教育以及评估伙伴关系的成功。对该框架的国家实地研究进行了总结。结构化的访谈和焦点小组进行了36个家庭，学校和社区的合作伙伴关系。教育工作者和其他社区参与者一致认为，使用了适当的要素来界定幼儿期的连续性。该研究明确指出，关于过渡和合作伙伴关系的材料应以家庭为中心，以从业人员和父母理解的语言解决他们的关切，并支持适应不同的社区环境。
This article focuses on a framework that supports continuity in early childhood, which in turn smoothes young children's transitions, including the transition to elementary school. The framework consists of 8 elements including families as partners, shared leadership, comprehensive and responsive services, culture and home language, communication, knowledge and skill development, appropriate care and education, and evaluation of partnership success. A national field study of the framework is summarized. Structured interviews and focus groups were conducted with 36 home, school, and community partnerships. Educators and other community participants alike agreed that appropriate elements were used to define continuity in early childhood. The study made clear that materials on transition and collaborative partnerships should be family-centered, address the concerns of practitioners and parents in a language they understand, and support adaptation to diverse community contexts.