- 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.
- Cosaro, W.A. (2021) Reflections on longitudinal ethnographies of children’s interactions, friendships and early life transitions in Italy and the United States, in A-W Dunlop, S. Peters and S.I Kagan, The Bloomsbury Handbook of Early Childhood Transitions Research: London and New York: Bloomsbury Academic Press.
- Dewsbury, F., Holton, E., Branston, S., Studders, T., Prodger, A., Geraghty, S., Jackson, S., Welsh, C. (2019) A Parent and Professional Partnership to Ensure Continuity from Early Care and Education Centres to Primary School in England. Case Study England. Corby: Pen Green.
- Drury, R. (2007) Young Bilingual Learners at Home and at School, Trentham Books.
- Fisher, J. (2020) Moving On to Key Stage 1: Improving transition into Primary School, London: Open University Press.
- Hedges, H. (2014) Young children’s ‘working theories’: Building and connecting understandings, Journal of Early Childhood Research, Vol.12, No.1, 35-49.
- 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.
- O’Connor, A. (2018) (2nd edn) Understanding Transitions in the Early Years: Supporting change through attachment and resilience, Abingdon: Routledge.
- Scottish Government (2020) Realising the Ambition: Being Me, Livingston: Education Scotland.
- Scottish Transitions as a Tool for Change Project Group (2019) Scottish Early Childhood, Children and Families Transitions Position Statement. Glasgow: University of Strathclyde.
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