Abstract
Transition to school experiences influence children’s wellbeing, development, and learning at the time of transition and future transitions. Effective transitions require schools to engage with children and families in ways that connect and empower them in the transition process. In this study children aged 3–6 years and their teachers used a Funds of Knowledge (FoK) and Funds of Identity (FoI) lens to reimagine transition practices for children and their families. Through a design-based thinking process, qualitative data was collected from four professional learning days, as well as individual coaching sessions, observations of the first days of school, and stakeholder interviews. Case studies were developed in collaboration with each participating school. Findings showed three design principles developed by the teacher participants positively impacted teachers’ and schools’ preparation for transitions. All stakeholders described the design-based process as useful in transforming transition practices and thinking about transitions from different perspectives.
RAS ID
62410
Document Type
Journal Article
Date of Publication
1-1-2023
Volume
32
Issue
4
Funding Information
Association for Independent School Western Australia
School
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Publisher
Taylor & Francis
Recommended Citation
Boylan, F., Barblett, L., Lavina, L., & Ruscoe, A. (2023). Transforming transitions to primary school: Using children’s funds of knowledge and identity. DOI: https://doi.org/10.1080/1350293X.2023.2291354
Comments
Boylan, F., Barblett, L., Lavina, L., & Ruscoe, A. (2023). Transforming transitions to primary school: using children’s funds of knowledge and identity. European Early Childhood Education Research Journal, 32(4), 704-718. https://doi.org/10.1080/1350293X.2023.2291354