Document Type
Report
Publisher
Edith Cowan University
School
Early Childhood Research Group / School of Education
RAS ID
60343
Abstract
This resource describes a project where ten Western Australian Independent Schools embraced a way of viewing children and their family’s transition to school.
Participating teachers came together as a community of practice and engaged in different ways of thinking and investigating accepted practice.Transition practices were affirmed or challenged as teachers were mentored through design-based thinking. Transition ideas were explored focussing on children’s funds of knowledge and identity. This resource outlines why transitions are important, considers transitions through a funds of knowledge and identity lens, and describes each school’s journey as they re-imagined transitions in this project. Finally, the ideas and strategies that supported the adoption of new practices to affirm a child-centred approach to transition are described...
Additional Information
ISBN: 978-0-6457361-1-3
DOI
10.25958/n8qh-em74
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Barblett, L., Boylan, F., & Ruscoe A. (2023). Transforming transitions to school: Using funds of knowledge and identity. Early Childhood Research Group. Edith Cowan University.
https://doi.org/10.25958/n8qh-em74