Papers by Aline-Wendy Dunlop
This article discusses the Scottish approach to early education for citizenship
In this paper we describe the role of Autism Network Scotland, its connection with the work of th... more In this paper we describe the role of Autism Network Scotland, its connection with the work of the original network for autism in Scotland, the Scottish Autism Services Network and its underlying principles, similarities and differences. We highlight evidence of Scotland-wide uptake across practitioner, individual and family interest in autism through presentation of three short case studies based on current work: Learning Events, Virtual Networks and one face-to-face network: the Asperger Forum. Autism Network Scotland is also committed to some project work: for example the Autism Adult Health and Well-being Project raised a number of issues about health, transitions and employment inequalities; we focus on new ways of working through the example of Project Search and the Universities Internship Pilot. We argue the unique nature of Autism Network Scotland, the distinctive role it plays as an information hub and networking arena and the strength it brings, by being both inclusive and impartial, to the complex world of policy, strategy, collaboration and cross sector working that is autism in Scotland today.
In 2001 the Scottish Executive Education Department (SEED) commissioned Professor Colwyn Trevarth... more In 2001 the Scottish Executive Education Department (SEED) commissioned Professor Colwyn Trevarthen and a team of colleagues to review the research evidence on the development of children from birth to three years old, and to consider the implications of that evidence for the provision of care outwith the home. Incorporating the findings of 30 years of intensive academic research on the development of communication and thinking in infants and toddlers, the review provided an overview of the ways in which adults can contribute to children's development from the earliest stages, the kinds of adult attention and care that are beneficial and the characteristics of out-of-home provision that meets young children's changing needs. This Insight report offers an overview of the conclusions reached in the review, paying particular attention to the implications of the evidence for practitioners and policy makers.
This article gives us visit reflections from European Masters in Early Childhood Education and Ca... more This article gives us visit reflections from European Masters in Early Childhood Education and Care (EMEC) partner students from Norway, Sweden and Germany.
This book appears at a significant time for those who work in early childhood education. Many gov... more This book appears at a significant time for those who work in early childhood education. Many governments are seeking to expand the availability of services for young children. One result of these initiatives is that across the world children are entering institutionalised care and education at an ever earlier age and for an increasingly extended period of their young lives. The evidence suggests that the experiences of children in their early years are critical determinants of future progress and attainment educationally, economically and as a member of their social community. These changing contexts place a burden of responsibility on those who provide early childhood services to ensure that they benefit rather than damage children's potential. This means paying serious attention to ensuring the quality of experience for the child as they transfer across an increasing number of settings in their early years.
In current early years educational practice there is a greater awareness of children’s transition... more In current early years educational practice there is a greater awareness of children’s transitions than ever before. The knowledge base is increasingly well informed by research from a range of perspectives, including those of practitioners and the children and families with whom they work. Transitions studies may be grouped broadly into three paradigms – those that focus mainly on the individual development and readiness of the child for the ‘next stage’; those that, on the other hand, look more at early years and early school contexts, systems and structures to find answers to ease transitions; and those that combine to consider development in context with a focus on the interpersonal and socio-cultural, thus creating ‘transitions capital’ (Dunlop, 2013). This chapter will support early years practitioners to heighten their awareness of the significance of transitions in children’s lives, to evaluate their own transition practices and to interpret children’s and families’ experience through a more critical theoretical lens. It will consider why some children are vulnerable in transition and will propose that transitions can be turned around so they are no longer considered as problematic, but rather as vehicles for change that can equip children well so that they become ‘transitions ready’. The chapter finishes with a focus on professional roles and responsibilities in supporting positive transitions for all.
This book appears at a significant time for those who work in early childhood education. Many gov... more This book appears at a significant time for those who work in early childhood education. Many governments are seeking to expand the availability of services for young children. One result of these initiatives is that across the world children are entering institutionalised care and education at an ever earlier age and for an increasingly extended period of their young lives. The evidence suggests that the experiences of children in their early years are critical determinants of future progress and attainment educationally, economically and as a member of their social community. These changing contexts place a burden of responsibility on those who provide early childhood services to ensure that they benefit rather than damage children's potential. This means paying serious attention to ensuring the quality of experience for the child as they transfer across an increasing number of settings in their early years.
Curriculum as a tool for change in transitions practices: transitions practices as a tool for cha... more Curriculum as a tool for change in transitions practices: transitions practices as a tool for changing curriculum, in K. Margetts and A. Kienig (Eds.) International Perspectives on Transition to School. Reconceptualising beliefs, policy and practice (pp.135-145). London: Routledge.
Oxford Bibliographies Online Datasets
European Early Childhood Education Research Journal
A longitudinal study of continuity and progression in children's early education reported the sig... more A longitudinal study of continuity and progression in children's early education reported the significance of the transition from preschool to elementary education for later school success. It was found that the nature of this particular transition is influential for children, parents and educators and therefore for the educational system. An ecological framework was used in order to embrace the complex nature of educational transitions. Educators in 8 preschool and 4 primary school settings, and their managers, were interviewed to explore beliefs about early education. The same educators were observed as the 28 focus children in a cohort of 150 children were tracked during their final year before school and their first year of school, and their written documentation including planning and reports were scrutinised. It was found that despite the similar language used by early educators in early years preschool and primary settings to describe their intentions and motivations for children, there can be major discontinuities between settings, relationships, pedagogy and curriculum and that consequently there are increased challenges for children and for their parents and educators. It is proposed that educators need to collaborate more and to move on from a shared use of terminology to shared meanings, in order to develop a shared conceptual framework which attends to cognitive, social and emotional aspects of children's learning in transition. Certain measurable elements of school progress were noted as part of the local authority's value-added record keeping and it has been possible to make links between educational attainment and other variables. The cohort of children is now entering the last year of primary school education and a number of focus children will now be involved in a study of their transition to secondary education.
International Perspectives on Early Childhood Education and Development, 2016
... had the diligent support of our Research Assistant, Colleen Clinton, our statistician, Russel... more ... had the diligent support of our Research Assistant, Colleen Clinton, our statistician, Russell Ecob, and our full academic team. The coding process was undertaken by Rosie Crerar, Toby Floyer, Shivaani Kapoor, James Marwick, Robbie Marwick and Alex Reece: together they ...
International Journal of Early Years Education, 2015
Elementar- und Primarpädagogik, 2014
Transitions to School - International Research, Policy and Practice, 2013
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Papers by Aline-Wendy Dunlop