Pedagogy Continuity Among Children: An Annotated Bibliography

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Pedagogy of continuity among children
The transition of children from the lower preschools to primary schools is a critical
qualitative upgrade among children. The settings often displayed by the ECEC and primary
schools institution are often different in terms of the physical and pedagogically framework,
thus children experience abrupt transitions, (Ebbeck , Yim & Lee, 2013). For the majority of
children, the shift can often be satisfying while for others it can be challenging and stressful.
Nevertheless, pedagogy is a crucial developmental stage for children. The transition
occasioned has a positive impact on the children’s later education experience and
development. Research undertaken has indicated that alignment of the ECEC centers for
children and transition for primary schools has improved literacy and skills on maths, (Ahtola
et al., 2011), yet not much has been sought on the impact of experiences. These annotated
bibliographies report assess various studies undertaken on pedagogy continuity among
children.
ACECQA. 2011-2022. Starting blocks: Building strong links between home and child care
services. Retrieved from https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=2aEwjG1NCJrL7dAhVMVisKHc70AL8
QFjAAegQICRAC&url=https%3A%2F%2www.startingblocks.gov.au%2Fmedia
%2F1126%2Fstartingblocks_factsheet_building-strong-
links.pdf&usg=AOvVaw2p6gRbMSg3ww22pKM2EEAT. This report provides an overview
of the starting block which enables proper transition and relation between home and child
care services. The purpose of this article was to outline the need for building greater
collaborations between the child care services and homes. Children are the key beneficiaries
when there are strong collaboration and improved experiences at the child care services. The
paper advocates for the sharing of crucial information concerning the child such as the
dislikes and likes interest and significant happenings at home. Further child care services
should reciprocate what they have learned from the child such as whom they play with and
build relationships initiated both at home and schools on learning and development. The
main strength of this report proposes routines such as behaviour, sleeps sun safety, toilet
training and hygiene to be consistent to the child. However the site mean weakness is that no
factors hindering effective communication in building string links between home and child
care services were identified. However, the report is relevant in sharing type of information
useful for sharing at home and child care services. Surprisingly the site offers clear directions

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and recommendations on home child communication process.
Archambault, J. (2012). ‘It can be good there too’: home and continuity in refugee children's
narratives of settlement. Children's Geographies, 10(1), 35-48. The paper outlines how
refuges children can overcome the experiences build in asylum centres and create a
conducive home for the development process. The main strength of the article is that it
outlines the importance of a home centre, as it serves as a material and relational avenue for
children expectation and making an ideal home for children, influencing the process of
homemaking. The article reports that settlement is a key turning point for refugees’ families
and it is the best way of making a home and enhancing the child pedagogical continuity. The
main weakness of the study is that factors associated with unfriendly environment of refugee
children were not highlighted; however the relevancy of the study is critical in understanding
infusing continuity services to the children. Surprisingly it shows that settlement of refugee
families is a significant approach in settling immigrant families and their children.
De Gioia. K., (2013). Cultural negotiation: Moving beyond a cycle of misunderstandings in
early childhood settings. Journal of Early Childhood Research, 11(2), 108-122. The
importance of developing key partnerships among families is critical for child care services.
The experience brought by the families and childhood educators can have an impact on child
development. The focus of the paper aimed at looking at the disparities such actions can
bring. Using a social constructive approach, the main strength of the study proposed the need
for ascertaining processes between families and child care services for support enhancement
and building collaborations, hence developing a common approach for improving child’s
development. This study is relevant in understanding the character of family educators which
result to poor understanding of the roles.
Early Childhood Australia. (2014). National Inquiry into Children in Immigration Detention
2014: Submission from Early Childhood Australia. Retrieved from
http://www.earlychildhoodaustralia.org.au/wp-
content/uploads/2014/06/National_Inquiry_into_Children_in_Detention_2014. pdf. This
investigative document assessed the inquiry of children in Immigration Detention. It outlines
how the rights of children should be respected and understanding the physical and mental
trauma children face with respect to refugee and asylum-seeking practices. The inquiry