Parents’ Emotional and Academic Attitudes Towards Children’s Transition to Preschool Class – Dimensions of School Readiness and Continuity-Reference-Cited by-同舟云学术

Parents’ Emotional and Academic Attitudes Towards Children’s Transition to Preschool Class – Dimensions of School Readiness and Continuity

Published:2017 Issue: Volume: Page:147-161
ISSN:2468-8746
Container-title:International Perspectives on Early Childhood Education and Development
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Author:

Ackesjö Helena

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-319-58329-7_10

Reference35 articles.

1. Ackesjö, H. (2010). Läraridentiteter i förskoleklass. Berättelser från ett gränsland [Teacher identities in the preschool class. Stories from a borderland]. Licentiate dissertation, University of Gothenburg, Gothenburg.

2. Ackesjö, H. (2013). Children crossing borders. School visits as initial incorporation rites in transition to preschool class. International Journal of Early Childhood, 45(3), 387–410.

3. Ackesjö, H. (2014). Barns övergångar till och från förskoleklass. Gränser, identiteter och (dis-)kontinuiteter [Children’s transitions to and from preschool class. Borders, identities and (dis-)continuities]. Dissertation, Linnӕus University, Kalmar.

4. Ackesjö, H. (2015). Den komplexa väven. Organisatoriska villkor för barns övergångar till och från förskoleklass [The complex web. Organizational conditions for children’s transitions to and from the preschool class]. Nordic Early Childhood Education Research Journal, 11(4), 1–16.

5. Ackesjö, H., & Persson, S. (2014). Barns erfarenheter av sociala gemenskaper i övergångarna till och från förskoleklass [Children’s experiences of social communities in the transitions to and from preschool class]. Pedagogisk Forskning i Sverige, 19(1), 5–30.

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