Allingham, S (2015) Transitions in the Early Years: A practical guide to supporting children between early years settings and into Key Stage 1, Practical Pre-school books

Bowlby, J. (1980) Attachment and Loss: Volume 1. Attachment. Basic Books: New York.

Boyle, T., Petriwskyj, A. and Grieshaber, S. (2018) Reframing Transitions to School as Continuity Practice: The role of practice architectures, Australian Educational Researcher Journal. Vol.45, No.4, 419-434. https://doi.org/10.1007/s13384-018-0272-0.

Brooker, L. (2002) Starting School: Young children learning cultures, Buckingham: Open University Press.

Drury, R. (2007) Young Bilingual Learners at Home and at School, Trentham Books.

Dunlop,A_W., Peters, S. and Kagan, S.I (2021) The Bloomsbury Handbook of Early Childhood Transitions Research: London and New York: Bloomsbury Academic Press.

Elfer, P., Goldschmied, E. and Selleck, D. (2003) Key Persons in the Nursery: Building relationships for quality provision. London: David Fulton.

Fisher, J. (2009)  ‘We used to play in Foundation, it was more funner’: investigating feelings about transition in from Foundation Stage to Year 1, Early Years, Vol. 29, No.2, 131-145.

Fisher, J. (2020) (2nd ed.) Moving on to Key Stage 1. Open University Press/McGraw Hill.

Fleer, M. et al (2023) Qualitative Studies of Exploration in Childhood Education, Cultures of Play and Learning in Transition, Bloomsbury Academic

Grimmer, T. (2018). School Readiness and the Characteristics of Effective Learning, Jessica Kingsley publishers.

Hedegard, M. and Fleer, M.(2020) Children’s Transitions in Everyday Life and Institutions, Bloomsbury Academic

Hedegard, M. and Edwards, A (eds) (2021) Supporting Difficult Transitions, Children, Young People and their Carers, Bloomsbury Academic

Hedges, H. (2014) Young children’s ‘working theories’: Building and connecting understandings, Journal of Early Childhood Research, Vol.12, No.1, 35-49.

Juhl, P. (2024) Exploring Young Children’s Agency in Everyday Transitions, Bloomsbury

Kay, L. (2024). ‘I feel like the Wicked Witch’: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in Early Childhood Education. British Educational Research Journal, 50, 632–652. https://doi.org/10.1002/berj.3937

Kay, L. (2022). ‘What works’ and for whom? Bold Beginnings and the construction of the school ready child. Journal of Early Childhood Research, 20(2), 172-184.

Kay, L. (2026). School readiness and the good level of development: Policy constructions in English early childhood education. British Educational Research Journal, 00, 1–23. https://doi.org/10.1002/berj.70111

Lago, L. and Elvstrand, H. (2019) Pupils’ everyday transitions in school as a condition for social relations and activities in leisure time centres, Early Years, Vol.39, No.2, 169-174.

Norman, A. (2024) Transitional Objects in Early Childhood, The Value of Transitional Objects in the Early Years, Routledge

O’Connor, A. (2018) (2nd ed) Understanding Transitions in the Early Years: Supporting change through attachment and resilience, Abingdon: Routledge.

Packham, K. (2017). Developing School Readiness: Creating Lifelong Learners, Sage Academic

Stormont, M. &Cohen, D.R., (2021).  Kindergarten readiness for all: Strategies to support the transition to school. Cambridge Scholars Publishing.

Scott-Little, C. Kagan, S. & Frelow, V. (2006). Conceptualization of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quarterly 21(2): 153–173.

Trodd, L.(2013) Transitions in the Early Years: Working with Children and Families, Sage

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