RESEARCH HAS DESCRIBED TRANSITION practices that support young children as they move to a new learning environment, and continuity between learning environments has been identified as an important component of a successful transition (Dockett & Perry, 2004). Some findings suggest young gifted children experience transition in a different way (Whitton, 2005), but there is minimal evidence-based information available to early childhood educators*1 on the transition experiences of gifted children. This paper draws on a study of young gifted children in transition from home to preschool and into school, and presents findings on how different understandings of continuity from those reported as important in the literature influenced these children. Such findings emphasise the need for satisfactory professional understanding of the adjustment of young gifted children into preschool and school. (All children's names in this article are pseudonyms.)
‘Early childhood educators’ refers to both preschool educators and teachers in the first year of school. Where appropriate, distinguishing terms are used.
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