The first part of this article reports a project in which children wereconsulted about ways to improve transition to school. Children from 14 schools andprior-to-school settings collaborated with their peers and teachers to plan,implement and document transition to school. Children attending school reflectedon their own experiences while children about to start school discussed theirexisting knowledge and understandings, their uncertainties and questions andidentified ways in which these could be addressed. Both groups documented andshared their advice with the other participating groups. Transition programmeswere changed to reflect children's suggestions. The second part of this articleexplores some of the methodological complexity associated with engaging youngchildren and their teachers in research. On one level, we explore relationshipsbetween teachers and researchers and the roles of teachers as co-researchers. Onanother level, we explore research relationships between the teachers and thechildren involved.
|Number of pages||14|
|Journal||European Early Childhood Education Research Journal|
|Publication status||Published - Sep 2011|