ABSTRACT
This chapter draws on practice-based research to identify and animate key elements of the model impacting on early educational pedagogy and practice while enhancing understanding of why the model is so powerful and how it can be realised in practice. Specifically, it applies a bioecological lens to research on educational transition in early childhood. In keeping with the theoretical framework provided by bioecological theory, the exploration of transitions in this chapter uses the Process–Person–Context–Time (PPCT) structure and identifies important process factors, person factors and context factors that can be vital at this crucial time. Relationships with their peers may provide protection to children during transition, and it is often through friendships, particularly with older children and siblings, that children develop their understanding of school culture and norms. In considering the impact of diversity on educational transition, early years practitioners must also consider how person factors might impact on parents' capacity to support their children.
