Chapter 7 Research studies on transition and continuity in early education: Lessons from the past -- Background -- 1."The First Transition -- 2."And so to School -- 3."Starting School -- 4. Continuity in Early Education -- 5."Young Children at School in the Inner City -- 6."A Good Start? -- Transition and continuity from preschool to primary -- Chapter 8 Communication in the early education of children from different ethnic backgrounds: Part I of a DES-funded study -- Background -- Aims of the research -- The sample -- Language assessment of young children: the effect of the setting -- Group discussions between young children -- Final observations -- Chapter 9 Reception classrooms as contexts for learning: Part 2 of a DES-funded study -- Background -- Reception classrooms -- Interviews of reception class teachers -- The coordinating role of promoted staff in two schools -- Views of EMSS teachers -- Parents and their views -- Final comments -- Related studies by students -- Creating classroom cultures in three schools -- Chapter 10 Baseline and readiness assessments of young childrenon starting primary school: Where now? -- Background -- A critique of government policy on baseline assessment: 2015 to March 2016 -- Government plans for baseline assessment: March 2016 to September 2016 -- Relevant publications: February to September 2016 -- Research on baseline assessments: an ongoing research -- Part 4 Two contrasting researches on learning to read: Different aims so different designs -- Chapter 11 Reading and learning to read: Setting the scene -- Introduction -- A warning about case studies -- Changing perspectives on reading -- The setting for two contrasting researches -- Young children who read on entry to school -- Chapter 12 Children with difficulties and young fluent readers: Two contrasting research approaches -- Background