Support Children Receive from Practitioners in the Transition from Nursery to Reception Class in School

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Recommended: The skills children need to cope with the transition process

Area of Chosen Focus for Level 6 Research Project.
The area of focus for this research project is on the support children receive from practitioners during transition from nursery to reception class in school. This transition in particular is usually passed over as a horizontal transition “these types of transition often involve frequent changes between settings within relatively short time frames” (Fabian and Dunlop, 2007, p.35.) Because for many children the transition happens within the same setting, as a consequence has led to minimum research into this area. In contrast most research is focused on the transitions for children entering into Key Stage One a year later “transition needs planning for over time, if the needs of all concerned are to be fully met.” (Fisher, 2010, p.44). Nevertheless the nursery to reception transition is an emotionally and socially traumatic time for children who are still developing. Fabian and Dunlop (2007, p.3) support this “transfer between phases of education or school, both socially and academically can be a critical factor in determining children’s future progress and development”. Due to the nature of the transition children require certain support from the practitioners socially and emotional making this research worthwhile investigation into practice. Allingham (2011, p.7) promotes that practice that focuses sole on curricular target loses sight of how it impacts on the child.

Proposed Title of the Research Project. (RT)
The research project title is; How does stakeholders practice provide support socially and emotionally to children in their transition from nursery to reception class.

Proposed Research Questions (RQ).
“Qualitative researchers avoid going into a study with hypot...

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...rs. Berkshire: Open University Press.
Cohen, L., Morrison, K. and Manion, L. (2011) Research Methods in Education. 7th ed. London: Routledge.

Dowling, M. (1995) Starting school at 4: a shared endeavour. London: Paul Chapman.

Dunlop, A.W. and Fabian, H. (ed.) (2007) Informing Transitions in the Early Years: Research, policy and practice. Berkshire: Open University Press.
Fisher, J. (2010) Moving on to Key Stage One. Berkshire: Open University Press.
Gillham, B. (2000) Developing a questionnaire. London: Continuum.

Jupp, V. and Sapsford, R. (ed.) (2006) Data Collection and Analysis. 2nd ed. London: Sage Publications Ltd.
Lambert, M. (2012) A Beginner’s Guided to Doing Your Education Research Project. London: Sage Publications Ltd.
Walliman, N. (2005) your research project: a step-by-step guide for the first-time researcher. 2nd ed. London: Sage Publications Ltd.

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