ABSTRACT
This chapter addresses the importance of early childhood transitions, drawing on an ethnographic study. It demonstrates how, when there are disruptions in the early childhood journey, children struggle. In most parts of the world, early childhood is regarded as being from birth to 7 years. The chapter explores the stories young children share about their journey as they transition to school. The voices of children were often silenced by policymakers, bureaucrats and professionals during the process or overshadowed and undermined by mainstream procedures. Children were expected to become acquiescent, adjusting to coercive practices used in the school institution. Subsequently, children were not ‘taught’ by adults with goal-orientated plans; rather, learning was child led. Children were educated in the spirit of critical democracy, knowledge, passion and social responsibility. Mind-mapping sessions were guided by the children's stories. The children were used to being listened to responsively and were comfortable speaking their body-minds.
