Transition programs – Teaching & Learning Research Initiative

Riariakina ō rongo hirikapo – From kōhanga reo to kura

Introduction Ko te kaupapa tonu, ko te whakatupu i te mahara o te hirikapo kia tiu ai ki te muri, arā, kia puta he whakaaro i pokepokengia nō roto tonu i ngā whakahekenga kāwai o ngā tūpuna o te tamaiti, kua maranga te wā e kaumātua haere ana te tamaiti, ngōna kanohi kua huaki, ngōna taringa kua pīkari, ngā whakaaro kua korikori, tōna wairua hīkaka kua ngawhā, ngērā kaupapa katoa o te tamaiti i taua wā o te tupu. Mā tēnei kōrero hoki hei kawe te taonga o te rongo hirikapo, arā, ngā whakaaro, ngā mahara, nāna ko te waha, nā te waha ko te kupu kōrero e makere iho ai

Learning journeys from early childhood into school

Introduction This project focused on the transition between early childhood and school and explored ways to understand and enhance children’s learning journeys as they move between the two sectors. Transitions can be seen as an intrinsic component of life, with individuals in any society experiencing a series of passages “from one age to another and from one occupation to another” (van Gennep 1977, p. 3). Each transition point can be thought of as crossing a threshold, leaving behind the known to enter a new role, context, status, or position (Fabian, 2002). Transitions can offer both crisis and opportunity (Hörschelmann, 2011, p. 379) and the threshold phase is often a time of