Institute of Early Childhood Studies
Victoria University
Wellington
New Zealand

Telephone:
+64 4 463 5168

• from parental to non-parental care

• Dalli, C. (2002) Constructing identities: Being a mother and being a teacher during the experience of starting childcare. European Journal of Research in Early Childhood Education. Vol 10(2).

•Dalli, C. (2001).Handling the first transition: What early childhood educators can do, what they do and how they can do better. Early Education, Vol 25, pp. 13-20.

•Dalli, C. (2001). Different perspectives on starting childcare. Set: Early childhood folio, 2001. Wellington: NZCER.

•Dalli, C. (2000).Starting childcare: What young children laarn about relating to adults in the first weeks of starting child care. Early childhood research and practice. Vol2(2). http://ecrp.uiuc.edu/v2n2/dalli.html

•Dalli, C. (2000). Beyond separation: Starting childcare before three. Childrenz Issues, Vol 4 (1), 21 26, 45.

•Dalli, C. (2000). Transition to early childhood education: How teachers make a difference. Policy, Practice and Politics. Early Childhood Millenium Conference. 9-12 July. (pp89-97). Wellington: NZEI.

•Dalli, C. (1999). Learning to be in childcare: mothers stories of their child’s “settling-in”. European Early Childhood Research journal, Vol 7 (2), 53-66.

• from preschool to the first year of schooling

• Peters, S. (2000). The transition to school. In W. Drewery & L. Bird. Human development: A journey through the lifespan (118-119). Auckland:McGraw-Hill.

• Peters, S. (2000). Multiple perspectives on continuity in early learning and the transition to school. Paper presented at "Complexity, diversity and multiple perspectives in early childhood", Tenth European Early Childhood Conference, University of London, August.

• Peters, S. (1999). Continuity and discontinuity: Issues for parents and teachers seeking to enhance children's transition to school. Paper presented at 'Sharing Research in Early Childhood Education', The Third Warwick International Early Years Conference, University of Warwick, Coventry, England, April.

• Peters, S. (1999). Planning for transition: Early childhood teachers' roles in enhancing children's transition to school. Paper presented at the Seventh Early Childhood Convention, Nelson, September.

• Peters, S. (1998). Gathering and sharing information on young children within the context of the transition to school. SAMEpapers, 107-122.

• Peters, S. (1998). Assessment and reporting within the context of the transition to school. Paper presented at the annual conference of the New Zealand Association for Research in Education, Dunedin, December.