Research into early childhood transitions has become a field in its own right. It is increasingly understood that a positive start in any new setting can influence the child's engagement, sense of belonging, well-being, progression in learning, and agency, and may be dependent on the insight of educators and families, and yet there is no research methodology or research methods book dedicated to this growing field of study. Including 37 chapters written by researchers from the UK, New Zealand, the USA, Sweden, Iceland, Australia and Canada this handbook presents an overview of the field exploring its current debates, reflects on its history, and offers suggestions for the future of the field. This book is an essential reference point for anyone studying or undertaking research into transitions in early childhood.

Edited by three well respected and influential scholars from the UK, the USA and New Zealand

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 Lazarri (University of Bologna, Italy)Part I: Research Journeys-Transitions Journeys - Which Path to Take?, Aline-Wendy Dunlop Aline-Wendy Dunlop (University of Strathclyde, Scotland) and Sally Peters (University of Waikato, New Zealand)Overview1.1 Research Journeys: Which Path to Take?1.2 Transtions Journeys1.3 Diverse Research Journeys and Methodologies1.4 ReflectionsPart 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)2.1 Listening to and Visualising Parents' Transitions Stories, Aline-Wendy Dunlop (University of Strathclyde, Scotland) and Lynn Taylor, University of Strathclyde, Scotland)2.2 Dialogism: A Route to Studying Earliest Transitions to Early Childhood Education and Care, E. Jayne White (University of Waikato, New Zealand)2.3 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 Lens3.1 Young Children's Perspectives through a Phenomenological Lens,Hrönn Pálmadóttir (University of Iceland, Iceland)3.2 The Power of the Single Question: Capturing Multiple Perspectives on Transitions through Nominal Group Technique, Kirsten Thomson (East Renfrewshire Council, UK)3.3 The Use of Culturally Responsive Methodologies in Transitions Research, Diana Amundsen (University of Waikato, New Zealand)Ethnographic Lens3:4 Describing Journeys to Capture Children's Perspectives, Kristín Karlsdóttir (University of Iceland, Iceland)3:5 'Come let us learn with our children': An Ethnographical Approach to Carrying Out Research with Young Children, Lynn. J. McNair, (University of Edinburgh, UK)3:6 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 Lens3.7 Action Research: Collaboratively Evaluating Ways to Support the Transition to School, Sally Peters (University of Waikato, New Zealand)Case Study Lens3:8 Exploring Curriculum Continuity Across the 'Early Level' of Curriculum for Excellence- A Case Study Approach, Marion A. Burns (University of Strathclyde, UK)3:9 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 Lens3:10 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)3:11 Design-Based-Research and Mathematical Transitions, Wendy Goff (Swinburne University of Technology, Australia)Quantatative Lens3:12 Transition and Adjustment to School - Quantitative Perspectives, Kay Margetts (University of Melbourne, Australia)Rights and Inclusion Lens3:13 Balancing the Gold Standard Against the Rights of Young Children, Laura Desportes (James Madison University, USA) and Nancy Barbour (Kent State University, USA)3:14 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 Lens3:15 Using Digital Stories to Capture Migrant Families' Aspirations for Their Young Children's Education, Sara Archard and Simon Archard (University of Waikato and WINTEC, New Zealand)3:16 Narrative Inquiry as a Sociocultural Tool to Understand Transitioning into a New Role, Anthony Fisher (University of Waikato, New Zealand) and Rosina Merry (Te Rito Maioha (ECNZ), New Zealand)3:17 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)3:18 Teacher Identities in Transition: A View from Discourse Analysis, Olivera Kamenarac (University of Waikato, New Zealand)Longitudinal Lens3:19 Population-Based Longitudinal Studies to Investigate the Role of Student-Teacher Relationships in Children's Transition to School, Linda J. Harrison (Macquarie University, Australia)3:20 Framing Transitions Through Education From Early Childhood to School Leaving:A Long-longitudinal Qualitative Study, Aline-Wendy Dunlop (University of Strathclyde, Scotland)Part IV: Thinking about Promises and Possibilities: Daring to dreamCrossroads in transitions research, policy and practicesEditors' 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)4.1 Conceptualizing the "Case" in Transition to School Studies.M. Elizabeth Graue and Moonjoo Woo (University of Wisconsin Madison, USA)4:2 Thinking Differently, Acting Wisely : Advancing Transitions Research, Sharon Lynn Kagan (Teachers College, Columbia University, USA) and Caitlin Dermody (Yale University, USA)4:3 Thinking about Pedagogies of Possibility, Sally Peters (University of Waikato, New Zealand) and Aline-Wendy Dunlop (University of Strathclyde, Scotland)4:4 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