Collaboration as foundational in the transition from preschool to primary school: a shared action research project between educational settings.
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| Title: | Collaboration as foundational in the transition from preschool to primary school: a shared action research project between educational settings. |
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| Authors: | Skehill, Sharon1 (AUTHOR) newtownkidsclub@yahoo.com, O'Donovan, Patrick2 (AUTHOR) |
| Source: | European Early Childhood Education Research Journal. Aug2025, Vol. 33 Issue 4, p645-658. 14p. |
| Subject Terms: | *Action research in education, *Primary school teachers, *COVID-19 pandemic, *Action research, Phenomenology |
| Abstract: | This paper presents a collaborative action research project developed from the experiences of teachers at a preschool and a primary school during, and in the aftermath, of the Covid-19 pandemic. By adopting a hermeneutic phenomenological approach, there is a considered awareness of the life-world of the children, their families, as well as the educators at both settings. Through reflexive engagement in the action research process, this paper identifies key messages to inform a child-centred pedagogy to support transitions as well as outlining some practical strategies for early years and primary school settings. [ABSTRACT FROM AUTHOR] |
| Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This paper presents a collaborative action research project developed from the experiences of teachers at a preschool and a primary school during, and in the aftermath, of the Covid-19 pandemic. By adopting a hermeneutic phenomenological approach, there is a considered awareness of the life-world of the children, their families, as well as the educators at both settings. Through reflexive engagement in the action research process, this paper identifies key messages to inform a child-centred pedagogy to support transitions as well as outlining some practical strategies for early years and primary school settings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1350293X |
| DOI: | 10.1080/1350293X.2024.2418379 |
