Theoretical Perspectives on and Empirical Researches of Transition from Early Childhood Education to School
Abstract
Over the past two decades , researches of transition from early childhood education to school in westem countries have shown the shift of theoretical perspectives from the child development maturity theory to bio- ecological tand socio-cultural theory then to the ontological theory. Transition from early childhood education to school is constructed respectively as a one-off event , a process and continuity practices.
Accordingly , focus of the empirical researches based on these three perspectives has changed from children' s characteristics to stakeholders and their relationships then to the continuity in transition. In conclusion , multiple theoretical perspectives are complementary rather than competitive with each other.
Based on the ontological theory, to Chinese researchers in this field , focusing on the structural , developmental and contextual continuity is the study trend that should be highlighted as well as the longitudinal design and emerging research methods for explOIing children' s perspective.