Abstract
Background: In Australia, transition to school has been the subject of extensive research commissioned by federal and state governments, universities, and philanthropic organisations. Collectively, this body of research has made a significant and sustained contribution to theoretical, conceptual, and practical understandings of transition to school nationally and internationally.
Aims: Our aim was to tell the story of Australian transition to school research, policy, and practice during the first quarter of the 21st century.
Method: Database and internet searches were undertaken to obtain published Australian research from journals, books and book chapters as well as policy and professional documents relating to the transition to school.
Results: We will present the dominant themes evident in the transition to school literature, which indicate both progression and tensions in relation to questions of what matters and to whom and whose voices are being heard and/or valued, in relation to the transition to school.
Conclusions: To conclude, we will discuss the influence of children’s, families’, and educators’ voices on the transition to school in Australia and propose whose voices are yet to be rendered visible in and through the transition to school research, programs, and policy.
Implications for children and families: You will learn about how and why children’s and families’ voices have contributed to understandings of transitions to school in Australia and how we can better ensure all children and families can contribute their voices in the future.
Implications for practitioners: You will learn about how research, policy, and practice have come together to shape collective understandings about successful transitions to school in Australia, but also how we can be better placed to be more inclusive and responsive in the future.
Key words: transition to school, children’s voices, families’ voices, professionals’ voices, research, education, policy, regional/rural communities, review, theory, vulnerable communities
Aims: Our aim was to tell the story of Australian transition to school research, policy, and practice during the first quarter of the 21st century.
Method: Database and internet searches were undertaken to obtain published Australian research from journals, books and book chapters as well as policy and professional documents relating to the transition to school.
Results: We will present the dominant themes evident in the transition to school literature, which indicate both progression and tensions in relation to questions of what matters and to whom and whose voices are being heard and/or valued, in relation to the transition to school.
Conclusions: To conclude, we will discuss the influence of children’s, families’, and educators’ voices on the transition to school in Australia and propose whose voices are yet to be rendered visible in and through the transition to school research, programs, and policy.
Implications for children and families: You will learn about how and why children’s and families’ voices have contributed to understandings of transitions to school in Australia and how we can better ensure all children and families can contribute their voices in the future.
Implications for practitioners: You will learn about how research, policy, and practice have come together to shape collective understandings about successful transitions to school in Australia, but also how we can be better placed to be more inclusive and responsive in the future.
Key words: transition to school, children’s voices, families’ voices, professionals’ voices, research, education, policy, regional/rural communities, review, theory, vulnerable communities
Original language | English |
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Publication status | Published - 2024 |
Event | Early Childhood Voices Conference 2024 - Online Duration: 25 Nov 2024 → 28 Nov 2024 https://earlychildhoodresearch.csu.domains/early-childhood-voices-conference-2024/ |
Conference
Conference | Early Childhood Voices Conference 2024 |
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Period | 25/11/24 → 28/11/24 |
Internet address |