Children from expatriate families moving countries and entering school mid semester: new entrants transitioning into established practices

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

Few studies report on how families transition their young children into school mid-way through the year as a result of moving countries. Missing from the literature on transitions are discussions about how young children from these transient families begin their early education in international schools. This chapter examines how in an international school in Malaysia, newcomers enter into classroom life, where routines and friendship groups are already established. Three focus children’s transitions are presented as each child experiences the established practices within their new school. In drawing upon Hedegaard’s (2012) concept of transitions, a discussion of the societal values, institutional practices, and personal motives of children as they enter into an activity setting of free play is presented. Transitioning into established practices within and across activity settings, were shown to be experienced by the newcomers in different ways. It is argued that free play time is supportive of children’s development because this activity setting appears to make visible what matters to the children in transition, as well as the established rules and roles of the new practice traditions that are to be learned by the children in transition.
Original languageEnglish
Title of host publicationChildren's Transitions in Everyday Life and Institutions
EditorsMariane Hedegaard, Marilyn Fleer
Place of PublicationLondon UK
PublisherBloomsbury Academic
Chapter4
Pages71-94
Number of pages24
Edition1st
ISBN (Electronic)9781350021464, 9781350021471
ISBN (Print)9781350021457
Publication statusPublished - 24 Jan 2019

Publication series

NameTransitions in Childhood and Youth
PublisherBloomsbury Academic

Keywords

  • transition
  • exclusion
  • transition, exclusion, international schools, motives, demands, cultural-historical
  • motives
  • demands
  • cultural-historical

Cite this

Adams, M., & Fleer, M. (2019). Children from expatriate families moving countries and entering school mid semester: new entrants transitioning into established practices. In M. Hedegaard, & M. Fleer (Eds.), Children's Transitions in Everyday Life and Institutions (1st ed., pp. 71-94). (Transitions in Childhood and Youth). London UK: Bloomsbury Academic.
Adams, Megan ; Fleer, Marilyn. / Children from expatriate families moving countries and entering school mid semester : new entrants transitioning into established practices. Children's Transitions in Everyday Life and Institutions. editor / Mariane Hedegaard ; Marilyn Fleer. 1st. ed. London UK : Bloomsbury Academic, 2019. pp. 71-94 (Transitions in Childhood and Youth).
@inbook{f9f42d93ed044b7c83d6a06d43dec850,
title = "Children from expatriate families moving countries and entering school mid semester: new entrants transitioning into established practices",
abstract = "Few studies report on how families transition their young children into school mid-way through the year as a result of moving countries. Missing from the literature on transitions are discussions about how young children from these transient families begin their early education in international schools. This chapter examines how in an international school in Malaysia, newcomers enter into classroom life, where routines and friendship groups are already established. Three focus children’s transitions are presented as each child experiences the established practices within their new school. In drawing upon Hedegaard’s (2012) concept of transitions, a discussion of the societal values, institutional practices, and personal motives of children as they enter into an activity setting of free play is presented. Transitioning into established practices within and across activity settings, were shown to be experienced by the newcomers in different ways. It is argued that free play time is supportive of children’s development because this activity setting appears to make visible what matters to the children in transition, as well as the established rules and roles of the new practice traditions that are to be learned by the children in transition.",
keywords = "transition, exclusion, transition, exclusion, international schools, motives, demands, cultural-historical, motives, demands, cultural-historical",
author = "Megan Adams and Marilyn Fleer",
year = "2019",
month = "1",
day = "24",
language = "English",
isbn = "9781350021457",
series = "Transitions in Childhood and Youth",
publisher = "Bloomsbury Academic",
pages = "71--94",
editor = "Mariane Hedegaard and Marilyn Fleer",
booktitle = "Children's Transitions in Everyday Life and Institutions",
edition = "1st",

}

Adams, M & Fleer, M 2019, Children from expatriate families moving countries and entering school mid semester: new entrants transitioning into established practices. in M Hedegaard & M Fleer (eds), Children's Transitions in Everyday Life and Institutions. 1st edn, Transitions in Childhood and Youth, Bloomsbury Academic, London UK, pp. 71-94.

Children from expatriate families moving countries and entering school mid semester : new entrants transitioning into established practices. / Adams, Megan; Fleer, Marilyn.

Children's Transitions in Everyday Life and Institutions. ed. / Mariane Hedegaard; Marilyn Fleer. 1st. ed. London UK : Bloomsbury Academic, 2019. p. 71-94 (Transitions in Childhood and Youth).

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

TY - CHAP

T1 - Children from expatriate families moving countries and entering school mid semester

T2 - new entrants transitioning into established practices

AU - Adams, Megan

AU - Fleer, Marilyn

PY - 2019/1/24

Y1 - 2019/1/24

N2 - Few studies report on how families transition their young children into school mid-way through the year as a result of moving countries. Missing from the literature on transitions are discussions about how young children from these transient families begin their early education in international schools. This chapter examines how in an international school in Malaysia, newcomers enter into classroom life, where routines and friendship groups are already established. Three focus children’s transitions are presented as each child experiences the established practices within their new school. In drawing upon Hedegaard’s (2012) concept of transitions, a discussion of the societal values, institutional practices, and personal motives of children as they enter into an activity setting of free play is presented. Transitioning into established practices within and across activity settings, were shown to be experienced by the newcomers in different ways. It is argued that free play time is supportive of children’s development because this activity setting appears to make visible what matters to the children in transition, as well as the established rules and roles of the new practice traditions that are to be learned by the children in transition.

AB - Few studies report on how families transition their young children into school mid-way through the year as a result of moving countries. Missing from the literature on transitions are discussions about how young children from these transient families begin their early education in international schools. This chapter examines how in an international school in Malaysia, newcomers enter into classroom life, where routines and friendship groups are already established. Three focus children’s transitions are presented as each child experiences the established practices within their new school. In drawing upon Hedegaard’s (2012) concept of transitions, a discussion of the societal values, institutional practices, and personal motives of children as they enter into an activity setting of free play is presented. Transitioning into established practices within and across activity settings, were shown to be experienced by the newcomers in different ways. It is argued that free play time is supportive of children’s development because this activity setting appears to make visible what matters to the children in transition, as well as the established rules and roles of the new practice traditions that are to be learned by the children in transition.

KW - transition

KW - exclusion

KW - transition, exclusion, international schools, motives, demands, cultural-historical

KW - motives

KW - demands

KW - cultural-historical

M3 - Chapter (Book)

SN - 9781350021457

T3 - Transitions in Childhood and Youth

SP - 71

EP - 94

BT - Children's Transitions in Everyday Life and Institutions

A2 - Hedegaard, Mariane

A2 - Fleer, Marilyn

PB - Bloomsbury Academic

CY - London UK

ER -

Adams M, Fleer M. Children from expatriate families moving countries and entering school mid semester: new entrants transitioning into established practices. In Hedegaard M, Fleer M, editors, Children's Transitions in Everyday Life and Institutions. 1st ed. London UK: Bloomsbury Academic. 2019. p. 71-94. (Transitions in Childhood and Youth).