Document Type

Journal Article

Publication Title

European Early Childhood Education Research Journal

Volume

32

Issue

4

First Page

704

Last Page

718

Publisher

Taylor & Francis

School

School of Education

RAS ID

62410

Funders

Association for Independent School Western Australia

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

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.

DOI

10.1080/1350293X.2023.2291354

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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