Oxford Review of Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17
Published: Nov. 28, 2024
The term 'transition to primary school' is widely used in contemporary research, yet its meaning remains ambiguous due the varied and often inconsistent definitions applied it. This paper reconceptualises transition school through three key steps. Initially, it contrasts prevalent conceptualisations: as a 'milestone', an 'event', 'process', ultimately arguing that conceptualising process more appropriate. Subsequently, critically reviews studies treat process, identifying both existing promising research focuses. Finally, dynamic, multidimensional unity, where individual, collective, educational dimensions dialectically influence one another. new framework provides integrative understanding of transition, offering foundation for aligning relevant practices across various dimensions.
Language: Английский