ABSTRACT
In this final chapter we set out to debate continuity and progression in transitions in the early years. Although we will argue a certain universality of childhood and have identified common issues amongst the authors, we find we have to revisit and re-present the themes introduced, through our conceptual framework for transition, a little differently as a result of this debate. Although there are commonalities in the transition experiences presented, there are also particularities: a shared language to describe transitions may not be a mutual one. There are in fact a variety of discourses of transition held and researched: these too will be debated. In this way we will draw together the various strands that emerge from the chapters and attempt to link research, theory and practice. We will also present a model which will reflect the possible agency of children in the transition process, and attempt to show the importance of the child’s agency in the interrelatedness of the ecological systems approach which has been informative for all of us. We then go on to ask what shall we do now?
