Junqian Ma
Biographic Data
| ID | 4196509 |
|---|---|
| NAME | Junqian Ma |
| GIVEN NAMES | Junqian |
| FAMILY NAME | Ma |
| SIGNATURE | MA J |
| AFFILIATIONS | Nanjing Normal University |
| ORCID | 0000-0002-8628-2031 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The ambiguity of the transition to primary school
The term ‘transition to primary school’ is widely used in contemporary research, yet its meaning remains ambiguous due to the varied and often inconsistent definitions applied to it. This paper reconceptualises the transition to primary school through three key steps. Initially, it contrasts three prevalent conceptualisations: transition as a ‘milestone’, an ‘event’, and a ‘process’, ultimately arguing that conceptualising transition as a process…
How is a child’s learning and development context (LDC) reorganized as a complex dynamic system? A case study of three Chinese Australian children’s transition to school
While a child’s context is conceptually recognized as a complex dynamic whole, it is often researched as an external variable or mechanical system in existing empirical studies. To address this discrepancy, this paper integrates key concepts from ecological systems theory and cultural-historical theory to introduce the concept of “Learning and Development Context (LDC)” and proposes a model for capturing its reorganization as a complex dynamic sy…
Periodization of transition to primary school from a cultural-historical perspective
The transition to primary school is a complex dynamic process widely recognized in the literature, but few empirical studies have explored how this process unfolds. Grounded in cultural-historical theory, this study researches the periodization of children’s transition to school and its mechanisms. A case study of three children was conducted over two years (138 hours of observations and 16 hours of interviews). Findings show that the transition …
Why did Koby become an ‘accepted player’ but Colin become a ‘violent player’? A qualitative study of children’s play during the transition to school
Children's peer world during the transition to primary school - A case study of a Chinese australian child
Research on the transition to primary school has predominantly emphasised children's individual processes, leaving the collective dynamics of children's peer worlds underexplored. This study addresses this gap by examining the peer world transformation of a Chinese Australian child, framed by Corsaro's sociology of childhood, Bronfenbrenner's ecological systems theory, and Vygotsky's cultural-historical theory. The findings reveal that a child's …
Introduction to the Special Issue on ‘ Culture and Education Meets China’ / Introducción al Número Monográfico ‘ Cultura y Educación viaja a China’
No prominent works on this page.
Introduction to the Special Issue on ‘ Culture and Education Meets China’ / Introducción al Número Monográfico ‘ Cultura y Educación viaja a China’
Why did Koby become an ‘accepted player’ but Colin become a ‘violent player’? A qualitative study of children’s play during the transition to school
Children's peer world during the transition to primary school - A case study of a Chinese australian child
Research on the transition to primary school has predominantly emphasised children's individual processes, leaving the collective dynamics of children's peer worlds underexplored. This study addresses this gap by examining the peer world transformation of a Chinese Australian child, framed by Corsaro's sociology of childhood, Bronfenbrenner's ecological systems theory, and Vygotsky's cultural-historical theory. The findings reveal that a child's …
The ambiguity of the transition to primary school
The term ‘transition to primary school’ is widely used in contemporary research, yet its meaning remains ambiguous due to the varied and often inconsistent definitions applied to it. This paper reconceptualises the transition to primary school through three key steps. Initially, it contrasts three prevalent conceptualisations: transition as a ‘milestone’, an ‘event’, and a ‘process’, ultimately arguing that conceptualising transition as a process…
How is a child’s learning and development context (LDC) reorganized as a complex dynamic system? A case study of three Chinese Australian children’s transition to school
While a child’s context is conceptually recognized as a complex dynamic whole, it is often researched as an external variable or mechanical system in existing empirical studies. To address this discrepancy, this paper integrates key concepts from ecological systems theory and cultural-historical theory to introduce the concept of “Learning and Development Context (LDC)” and proposes a model for capturing its reorganization as a complex dynamic sy…
Periodization of transition to primary school from a cultural-historical perspective
The transition to primary school is a complex dynamic process widely recognized in the literature, but few empirical studies have explored how this process unfolds. Grounded in cultural-historical theory, this study researches the periodization of children’s transition to school and its mechanisms. A case study of three children was conducted over two years (138 hours of observations and 16 hours of interviews). Findings show that the transition …
Early Childhood Education and Development (4 works) · Psychology (4 works) · Sociology (4 works) · Education Systems and Policy (3 works) · Political science (3 works) · Chemistry (2 works) · Child Development and Digital Technology (2 works) · Developmental psychology (2 works) · Mathematics education (2 works) · Pedagogy (2 works)