Aline-Wendy Dunlop is Emeritus Professor in the School of Education at the University of Strathclyde, Glasgow, Scotland.Sally Peters is Professor and Head of Te Kura Toi Tangata School of Education at the University of Waikato, New Zealand.Sharon Lynn Kagan is the Virginia and Leonard Marx Professor of Early Childhood at Teachers College at the Columbia University, USA. She is Co-Director of National Center for Children and Families and Adjunct Professor at the Child Study Center, Yale University, USA.

This handbook is a political manifesto for action to re-envisage the practices of transition for us all in new times. This is the best exemplar of a handbook I have perused with the editors walking side by side with the reader mapping multiple pathways through a diverse mix of transition journeys, and brilliantly leading us towards ‘stuff of dreams’ policy, practice and research.

• Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)Foreword, Arianna Lazzari (University of Bologna, Italy)Part I: Research Journeys-Transitions Journeys - Which Path to Take?, Aline-Wendy Dunlop (University of Strathclyde, Scotland) and Sally Peters (University of Waikato, New Zealand)Part II: Transitions JourneysEditors’ Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)1. Listening to and Visualising Parents’ Transitions Stories, Aline-Wendy Dunlop (University of Strathclyde, Scotland) and Lynn Taylor, University of Strathclyde, Scotland)2. Dialogism: A Route to Studying Earliest Transitions to Early Childhood Education and Care, E. Jayne White (University of Waikato, New Zealand)3. A Longitudinal Evaluation Study: Eighteen Priority Children Go to School, Linda Mitchell (University of Waikato, New Zealand)Part III: Diverse Research Journeys and MethodologiesEditors’ Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)Participant Engagement and Perspectivism Lens4. Young Children’s Perspectives through a Phenomenological Lens,Hrönn Pálmadóttir (University of Iceland, Iceland)5. The Power of the Single Question: Capturing Multiple Perspectives on Transitions through Nominal Group Technique, Kirsten Moore (Glasgow City Council, UK)6. The Use of Culturally Responsive Methodologies in Transitions Research, Diana Amundsen (University of Waikato, New Zealand)Ethnographic Lens7. Describing Journeys to Capture Children’s Perspectives, Kristín Karlsdóttir (University of Iceland, Iceland)8. ‘Come let us learn with our children’: An Ethnographical Approach to Carrying Out Research with Young Children, Lynn. J. McNair, (University of Edinburgh, UK)9. Reflections on Longitudinal Ethnographies of Children’s Interactions, Friendships, and Early Life Transitions in Italy and USA, William A. Corsaro (Indiana University, USA)Action Research Lens10. Action Research: Collaboratively Evaluating Ways to Support the Transition to School, Sally Peters (University of Waikato, New Zealand)Case Study Lens11. Exploring Curriculum Continuity Across the ‘Early Level’ of Curriculum for Excellence- A Case Study Approach, Marion A. Burns (University of Strathclyde, UK)12. Exploring the Meaning Two Teaching Professionals Apply to their Work in the Transition to School, an Interpretative Approach, Pernilla Kallberg (University of Mälardalen University, Sweden)Learning Processes Lens13. Methods for Researching Young Children’s Writing Transitions, Noella Mackenzie (Charles Sturt University, Australia), Janet Scull (Monash University, Australia) and Natalie Thompson (Charles Sturt University, Australia)14. Design-Based-Research and Mathematical Transitions, Wendy Goff (Swinburne University of Technology, Australia)Quantatative Lens15. Transition and Adjustment to School – Quantitative Perspectives, Kay Margetts (University of Melbourne, Australia)Rights and Inclusion Lens16. Balancing the Gold Standard Against the Rights of Young Children, Laura Desportes (James Madison University, USA) and Nancy Barbour (Kent State University, USA)17. Employing Mixed Methods to Understand the Transitions of Disabled Children and Support Disabled Children’s Leadership, John Ravenscroft (University of Edinburgh, UK) and John Davis (University of Strathclyde, UK) Narrative and Discourse Lens18. Using Digital Stories to Capture Migrant Families’ Aspirations for Their Young Children’s Education, Sara Archard and Simon Archard (Te Rito Maioha - Early Childhood New Zealand (ECNZ))19. Narrative Inquiry as a Sociocultural Tool to Understand Transitioning into a New Role, Anthony Fisher (Te Rito Maioha - Early Childhood New Zealand (ECNZ)) and Rosina Merry (Te Rito Maioha (ECNZ), New Zealand) 20. Multi-voice Narratives of the Transition Process: Analysing Content, Context, Documents, and Emotions, Joanne Lehrer (University of Quebec in Outaouais, Canada), Nathalie Bigras (University of Quebec at Montreal, Canada) and Isabelle Laurin (Montreal’s Regional Direction of Public Health, Canada) 21. Teacher Identities in Transition: A View from Discourse Analysis, Olivera Kamenarac (Southern Cross University, Gold Coast, Australia) Longitudinal Lens22. Population-Based Longitudinal Studies to Investigate the Role of Student-Teacher Relationships in Children’s Transition to School, Linda J. Harrison (Macquarie University, Australia)23. A Long-longitudinal Qualitative Study: Framing Transitions Through Education From Early Childhood to School Leaving, Aline-Wendy Dunlop (University of Strathclyde, Scotland) Part IV: Thinking about Promises and Possibilities: Daring to DreamEditors’ Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)24. Conceptualizing the “Case” in Transition to School Studies.M. Elizabeth Graue and Moonjoo Woo (University of Wisconsin Madison, USA)25. Thinking Differently, Acting Wisely : Advancing Transitions Research, Sharon Lynn Kagan (Teachers College, Columbia University, USA) and Caitlin Dermody (Yale University, USA)26. Thinking about Pedagogies of Possibility, Sally Peters (University of Waikato, New Zealand) and Aline-Wendy Dunlop (University of Strathclyde, Scotland)27. Thinking about Promises and Possibilities: Daring to dream: Crossroads in Transitions Research, Policy and Practices, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)Pedagogies of Educational Transitions PostscriptIndex

Aline-Wendy Dunlop is Emeritus Professor in the School of Education at the University of Strathclyde, Glasgow, Scotland.Sally Peters is Professor and Head of Te Kura Toi Tangata School of Education at the University of Waikato, New Zealand.Sharon Lynn Kagan is the Virginia and Leonard Marx Professor of Early Childhood at Teachers College at the Columbia University, USA. She is Co-Director of National Center for Children and Families and Adjunct Professor at the Child Study Center, Yale University, USA.

This handbook is a political manifesto for action to re-envisage the practices of transition for us all in new times. This is the best exemplar of a handbook I have perused with the editors walking side by side with the reader mapping multiple pathways through a diverse mix of transition journeys, and brilliantly leading us towards ‘stuff of dreams’ policy, practice and research.

• Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)Foreword, Arianna Lazzari (University of Bologna, Italy)Part I: Research Journeys-Transitions Journeys - Which Path to Take?, Aline-Wendy Dunlop (University of Strathclyde, Scotland) and Sally Peters (University of Waikato, New Zealand)Part II: Transitions JourneysEditors’ Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)1. Listening to and Visualising Parents’ Transitions Stories, Aline-Wendy Dunlop (University of Strathclyde, Scotland) and Lynn Taylor, University of Strathclyde, Scotland)2. Dialogism: A Route to Studying Earliest Transitions to Early Childhood Education and Care, E. Jayne White (University of Waikato, New Zealand)3. A Longitudinal Evaluation Study: Eighteen Priority Children Go to School, Linda Mitchell (University of Waikato, New Zealand)Part III: Diverse Research Journeys and MethodologiesEditors’ Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)Participant Engagement and Perspectivism Lens4. Young Children’s Perspectives through a Phenomenological Lens,Hrönn Pálmadóttir (University of Iceland, Iceland)5. The Power of the Single Question: Capturing Multiple Perspectives on Transitions through Nominal Group Technique, Kirsten Moore (Glasgow City Council, UK)6. The Use of Culturally Responsive Methodologies in Transitions Research, Diana Amundsen (University of Waikato, New Zealand)Ethnographic Lens7. Describing Journeys to Capture Children’s Perspectives, Kristín Karlsdóttir (University of Iceland, Iceland)8. ‘Come let us learn with our children’: An Ethnographical Approach to Carrying Out Research with Young Children, Lynn. J. McNair, (University of Edinburgh, UK)9. Reflections on Longitudinal Ethnographies of Children’s Interactions, Friendships, and Early Life Transitions in Italy and USA, William A. Corsaro (Indiana University, USA)Action Research Lens10. Action Research: Collaboratively Evaluating Ways to Support the Transition to School, Sally Peters (University of Waikato, New Zealand)Case Study Lens11. Exploring Curriculum Continuity Across the ‘Early Level’ of Curriculum for Excellence- A Case Study Approach, Marion A. Burns (University of Strathclyde, UK)12. Exploring the Meaning Two Teaching Professionals Apply to their Work in the Transition to School, an Interpretative Approach, Pernilla Kallberg (University of Mälardalen University, Sweden)Learning Processes Lens13. Methods for Researching Young Children’s Writing Transitions, Noella Mackenzie (Charles Sturt University, Australia), Janet Scull (Monash University, Australia) and Natalie Thompson (Charles Sturt University, Australia)14. Design-Based-Research and Mathematical Transitions, Wendy Goff (Swinburne University of Technology, Australia)Quantatative Lens15. Transition and Adjustment to School – Quantitative Perspectives, Kay Margetts (University of Melbourne, Australia)Rights and Inclusion Lens16. Balancing the Gold Standard Against the Rights of Young Children, Laura Desportes (James Madison University, USA) and Nancy Barbour (Kent State University, USA)17. Employing Mixed Methods to Understand the Transitions of Disabled Children and Support Disabled Children’s Leadership, John Ravenscroft (University of Edinburgh, UK) and John Davis (University of Strathclyde, UK) Narrative and Discourse Lens18. Using Digital Stories to Capture Migrant Families’ Aspirations for Their Young Children’s Education, Sara Archard and Simon Archard (Te Rito Maioha - Early Childhood New Zealand (ECNZ))19. Narrative Inquiry as a Sociocultural Tool to Understand Transitioning into a New Role, Anthony Fisher (Te Rito Maioha - Early Childhood New Zealand (ECNZ)) and Rosina Merry (Te Rito Maioha (ECNZ), New Zealand) 20. Multi-voice Narratives of the Transition Process: Analysing Content, Context, Documents, and Emotions, Joanne Lehrer (University of Quebec in Outaouais, Canada), Nathalie Bigras (University of Quebec at Montreal, Canada) and Isabelle Laurin (Montreal’s Regional Direction of Public Health, Canada) 21. Teacher Identities in Transition: A View from Discourse Analysis, Olivera Kamenarac (Southern Cross University, Gold Coast, Australia) Longitudinal Lens22. Population-Based Longitudinal Studies to Investigate the Role of Student-Teacher Relationships in Children’s Transition to School, Linda J. Harrison (Macquarie University, Australia)23. A Long-longitudinal Qualitative Study: Framing Transitions Through Education From Early Childhood to School Leaving, Aline-Wendy Dunlop (University of Strathclyde, Scotland) Part IV: Thinking about Promises and Possibilities: Daring to DreamEditors’ Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)24. Conceptualizing the “Case” in Transition to School Studies.M. Elizabeth Graue and Moonjoo Woo (University of Wisconsin Madison, USA)25. Thinking Differently, Acting Wisely : Advancing Transitions Research, Sharon Lynn Kagan (Teachers College, Columbia University, USA) and Caitlin Dermody (Yale University, USA)26. Thinking about Pedagogies of Possibility, Sally Peters (University of Waikato, New Zealand) and Aline-Wendy Dunlop (University of Strathclyde, Scotland)27. Thinking about Promises and Possibilities: Daring to dream: Crossroads in Transitions Research, Policy and Practices, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)Pedagogies of Educational Transitions PostscriptIndex

Aline-Wendy Dunlop is Emeritus Professor in the School of Education at the University of Strathclyde, Glasgow, Scotland.Sally Peters is Professor and Head of Te Kura Toi Tangata School of Education at the University of Waikato, New Zealand.Sharon Lynn Kagan is the Virginia and Leonard Marx Professor of Early Childhood at Teachers College at the Columbia University, USA. She is Co-Director of National Center for Children and Families and Adjunct Professor at the Child Study Center, Yale University, USA.

This handbook is a political manifesto for action to re-envisage the practices of transition for us all in new times. This is the best exemplar of a handbook I have perused with the editors walking side by side with the reader mapping multiple pathways through a diverse mix of transition journeys, and brilliantly leading us towards ‘stuff of dreams’ policy, practice and research.

• Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)Foreword, Arianna Lazzari (University of Bologna, Italy)Part I: Research Journeys-Transitions Journeys - Which Path to Take?, Aline-Wendy Dunlop (University of Strathclyde, Scotland) and Sally Peters (University of Waikato, New Zealand)Part II: Transitions JourneysEditors’ Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)1. Listening to and Visualising Parents’ Transitions Stories, Aline-Wendy Dunlop (University of Strathclyde, Scotland) and Lynn Taylor, University of Strathclyde, Scotland)2. Dialogism: A Route to Studying Earliest Transitions to Early Childhood Education and Care, E. Jayne White (University of Waikato, New Zealand)3. A Longitudinal Evaluation Study: Eighteen Priority Children Go to School, Linda Mitchell (University of Waikato, New Zealand)Part III: Diverse Research Journeys and MethodologiesEditors’ Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)Participant Engagement and Perspectivism Lens4. Young Children’s Perspectives through a Phenomenological Lens,Hrönn Pálmadóttir (University of Iceland, Iceland)5. The Power of the Single Question: Capturing Multiple Perspectives on Transitions through Nominal Group Technique, Kirsten Moore (Glasgow City Council, UK)6. The Use of Culturally Responsive Methodologies in Transitions Research, Diana Amundsen (University of Waikato, New Zealand)Ethnographic Lens7. Describing Journeys to Capture Children’s Perspectives, Kristín Karlsdóttir (University of Iceland, Iceland)8. ‘Come let us learn with our children’: An Ethnographical Approach to Carrying Out Research with Young Children, Lynn. J. McNair, (University of Edinburgh, UK)9. Reflections on Longitudinal Ethnographies of Children’s Interactions, Friendships, and Early Life Transitions in Italy and USA, William A. Corsaro (Indiana University, USA)Action Research Lens10. Action Research: Collaboratively Evaluating Ways to Support the Transition to School, Sally Peters (University of Waikato, New Zealand)Case Study Lens11. Exploring Curriculum Continuity Across the ‘Early Level’ of Curriculum for Excellence- A Case Study Approach, Marion A. Burns (University of Strathclyde, UK)12. Exploring the Meaning Two Teaching Professionals Apply to their Work in the Transition to School, an Interpretative Approach, Pernilla Kallberg (University of Mälardalen University, Sweden)Learning Processes Lens13. Methods for Researching Young Children’s Writing Transitions, Noella Mackenzie (Charles Sturt University, Australia), Janet Scull (Monash University, Australia) and Natalie Thompson (Charles Sturt University, Australia)14. Design-Based-Research and Mathematical Transitions, Wendy Goff (Swinburne University of Technology, Australia)Quantatative Lens15. Transition and Adjustment to School – Quantitative Perspectives, Kay Margetts (University of Melbourne, Australia)Rights and Inclusion Lens16. Balancing the Gold Standard Against the Rights of Young Children, Laura Desportes (James Madison University, USA) and Nancy Barbour (Kent State University, USA)17. Employing Mixed Methods to Understand the Transitions of Disabled Children and Support Disabled Children’s Leadership, John Ravenscroft (University of Edinburgh, UK) and John Davis (University of Strathclyde, UK) Narrative and Discourse Lens18. Using Digital Stories to Capture Migrant Families’ Aspirations for Their Young Children’s Education, Sara Archard and Simon Archard (Te Rito Maioha - Early Childhood New Zealand (ECNZ))19. Narrative Inquiry as a Sociocultural Tool to Understand Transitioning into a New Role, Anthony Fisher (Te Rito Maioha - Early Childhood New Zealand (ECNZ)) and Rosina Merry (Te Rito Maioha (ECNZ), New Zealand) 20. Multi-voice Narratives of the Transition Process: Analysing Content, Context, Documents, and Emotions, Joanne Lehrer (University of Quebec in Outaouais, Canada), Nathalie Bigras (University of Quebec at Montreal, Canada) and Isabelle Laurin (Montreal’s Regional Direction of Public Health, Canada) 21. Teacher Identities in Transition: A View from Discourse Analysis, Olivera Kamenarac (Southern Cross University, Gold Coast, Australia) Longitudinal Lens22. Population-Based Longitudinal Studies to Investigate the Role of Student-Teacher Relationships in Children’s Transition to School, Linda J. Harrison (Macquarie University, Australia)23. A Long-longitudinal Qualitative Study: Framing Transitions Through Education From Early Childhood to School Leaving, Aline-Wendy Dunlop (University of Strathclyde, Scotland) Part IV: Thinking about Promises and Possibilities: Daring to DreamEditors’ Introduction, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)24. Conceptualizing the “Case” in Transition to School Studies.M. Elizabeth Graue and Moonjoo Woo (University of Wisconsin Madison, USA)25. Thinking Differently, Acting Wisely : Advancing Transitions Research, Sharon Lynn Kagan (Teachers College, Columbia University, USA) and Caitlin Dermody (Yale University, USA)26. Thinking about Pedagogies of Possibility, Sally Peters (University of Waikato, New Zealand) and Aline-Wendy Dunlop (University of Strathclyde, Scotland)27. Thinking about Promises and Possibilities: Daring to dream: Crossroads in Transitions Research, Policy and Practices, Aline-Wendy Dunlop (University of Strathclyde, Scotland), Sally Peters (University of Waikato, New Zealand) and Sharon Lynn Kagan (Teacher’s College, Columbia University, USA)Pedagogies of Educational Transitions PostscriptIndex