Anne Petriwskyj

Trends in construction of transition to school in three western regions, 1990–2004

The construct of school readiness that focuses on children’s maturation and homogeneity of their attainment at school entry has been challenged by recent research. This research indicates that there are difficulties in assessing young children’s abilities, and there are limitations to the concomitant practice of retention. These challenges have prompted attempts to reconceptualize entry to school as a process of transition. However, transition has variously been conceptualized as: a set of teacher practices in a time‐limited period around school entry; a process of establishing continuity from home to school; and a multi‐layered, multi‐year experience. An analysis of the academic literature from 1990 to 2004 in the USA, Australia/New Zealand and Europe was undertaken to identify trends in the conceptualization of transition to school. The analysis suggests a trend towards more complex understandings of transition emphasizing continuity of children’s experience, partnership with stakeholders, and system coherence across extended time periods. However, more limited constructions persist in the academic literature, particularly in the USA and Australian/New Zealand.

Diversity and Inclusion in the Early Years.

The emphasis on inclusion of diverse learners presents challenges to early‐years teachers, particularly those whose understandings have been framed by notions of school readiness and of special education for children with disabilities. This mixed‐method study of children and teachers in early‐years classes across three school sites in Australia explored factors associated with children’s development, achievement and adjustment. The focus went beyond organisational or structural issues to consider pedagogic responses to diverse learners from the kindergarten class through Year 1 and Year 2. The study identified factors influencing teachers’ responses to diversity, and highlighted areas of tension between inclusive policies, resourcing and normative understandings that have implications for teachers’ professional learning.

Theorising Transition: Shifts and Tensions

This chapter positions transition to school as a key element of young children’s engagement with education. In introducing the content of the following chapters, we explore shifts in approaches to theorising transition and some of the tensions associated with changing conceptualisations of transition to school. This chapter canvasses the wide variety of theoretical frameworks represented in researching about transition and considers their place within research, policy and practice.

Critical Theory and Inclusive Transitions to School

In the context of inclusive educational policies, traditional understandings of children’s readiness for school are called into question. Readiness notions and grade retention practices are incompatible with contemporary Australian definitions of inclusion that incorporate children’s participation rights, their sense of belonging and being valued and their sustained progress in learning. Critical and post-structuralist theories frame re-conceptualisation of transitions to school as a longer-term, multifaceted process of supported change that makes non-stigmatising provision for the diverse range of Australian children, families and communities. Effective transition processes that support the participation rights of all children involve critical reflection on policy and practice within both early childhood education and care (ECEC) and school settings. Schools that are ready for the diverse range of school entrants engage in collaborative partnerships to support equitable provision for transitions, regardless of children’s abilities or backgrounds.

Critical Perspectives on Transition to School

This chapter adopts a critical approach to transition to school by drawing on perspectives from critical theory and critical pedagogy. It identifies contentious areas and uses these to reframe debate about transition to school, including the terminology that is used; binary constructions of children; narrow approaches to transition processes, and the domination of Western theories to frame transition . The chapter concludes with some suggestions for teachers, teacher educators, and policy makers.

Towards inclusion: provision for diversity in the transition to school

Policies of inclusion challenge the construct of readiness and require schools to prepare for the diversity of children as they transition to school. However, there is limited empirical evidence concerning how this challenge is met. This paper presents two Australian studies that investigate inclusive practices in the transition to school. Study 1 examined the predictors of child outcomes across a sample of 1831 children in 39 schools. The results indicate that both quantity and quality of programme provision influenced outcomes and that programme effects were particularly potent for children with diverse abilities and backgrounds. Study 2 focuses on pedagogy in three of the schools to highlight how this provision can be achieved. Results show that provisions were reactive, that saliency of childrens needs directed school practices and that professional knowledge impacted on measures of quality. Inclusive processes accounting for both child progress and broader family and teaching influences are necessary for improved transition to school.

Transitions to school: reframing professional relationships

Systemic splits between pre-compulsory and compulsory early years education impact on transitions to school through discontinuities in children’s experience. This paper presents data from a critical participatory action research project about transitions between pre-compulsory and compulsory early education schooling in Australia. The project aim was to investigate how transitions to school might be enhanced by developing deeper professional relationships and shared understandings between teachers from both sectors. Within the communicative space afforded by a professional learning community, the participants engaged in critical conversations about their understandings of transitions practices and conditions, including systemic differences. Data analysis provides a snapshot of changes in teachers’ thinking about professional relationships, continuity and factors influencing cross-sectoral professional relationships. Findings suggest that affording opportunities for teachers to re-frame cross-sectoral professional relationships has led to transformative changes to transitions practices, understandings and conditions.

Can a Childcare Practicum Encourage Degree Qualified Staff to Enter the Childcare Workforce

Concern to ensure that all children have access to high-quality educational experiences in the early years of life has instigated policies to increase the qualifications of staff in the childcare workforce, and in particular, to increase the number of degree qualified teachers. However, existing data suggests that employment in childcare is viewed less favourably than alternatives in the education sector by those undertaking Early Childhood Education degrees. For most, childcare is not a preferred place of employment. This study asked whether a practicum in a childcare setting would improve attitudes towards childcare and willingness to work in childcare settings. In a study of a cohort of Bachelor of Education (Early Childhood) students, measures of attitudes to childcare and willingness to work in childcare were taken before and after practicum. Additionally, students provided accounts of their practicum experiences. Results indicate a trend in which there was a group increase in positive attitudes and willingness to consider work in childcare, but considerable individual differences influenced by the quality of the practicum experience. The relationship with, and model provided by, centre directors and group leaders in the practicum class was identified as a key influencing factor. Results are discussed in term of models of pedagogical leadership.

Who Has Rights to What? Inclusion in Australian Early Childhood Programs

In early childhood settings prior to school and in the early years of primary school, debate continues over the meaning of inclusion and its scope in terms of the groups under consideration. The genealogies of early childhood education and care, early primary school, special education and cultural education were examined to identify recurring and emerging approaches to inclusion within Australian programs for children from birth to eight years. Approaches to inclusion encompassing multiple forms of diversity coexist in the Australian educational literature with targeted approaches focused on disabilities or risk. These differing approaches reflect underlying ideological divisions and varying assumptions about diversity. Multiple approaches, including the expansion of early childhood services, reflect tensions over childrens rights, conceptualizations of inclusion, the expectations of teachers, system coordination, economic constraints and political pressure to cater for a complex range of young children in varied settings. The article incorporates discussion on underlying philosophical tensions within the early childhood field.

Kindergarten Transitions and Linkages to Primary School – Readiness Re-conceptualized

Young children’s transition into school has been constructed as a time-limited period around initial school entry, a set of teacher or school practices, a process of establishing continuity of experience, a multi-layered, multi-year set of experiences and a dynamic relationship-based process. Although preparedness issues continue to be addressed, there is a trend towards more complex understandings of transition emphasizing continuity, relationships amongst multiple stakeholders, system coherence across extended time periods and enhancement of resilience and transition capital. This article, in the early years of a new century, outlines some conceptualisations of readiness and transition as they relate to diverse children’s pathways through early childhood and early school settings.