Current trends in Australian education highlight the importance of a positive start to school. These trends are informed by national and international research which positions a positive start to school as an element of future social, educational, and economic success (Alexander & Entwisle, 1998; Dunlop & Fabian, 2007; Kagan & Tarrant, 2010; Pianta, Cox, & Snow, 2007; Sayers et al., 2012; Smart, Sanson, Baxter, Edwards, & Hayes, 2008). While the emphasis on a positive start to school holds for all children, it has been advocated as particularly important for children described as “marginalized” or “disadvantaged” (McTurk, Lea, Nutton, & Carpetis, 2011).
|Title of host publication||Rethinking readiness in early childhood education implications for policy and practice|
|Editors||Jeanne Marie Iorio, Will Parnell|
|Place of Publication||United Kingdom|
|Number of pages||18|
|Publication status||Published - 2015|
|Name||Critical Cultural Studies of Childhood|