Abstract
Building on the success of the Transforming Transitions project conducted with ten Western Australian Independent Schools (Barblett et al., 2023), this study extended the inquiry into school engagement and the transition process. The project was reimagined to deepen collaboration with schools, focusing on two key areas: first, fostering meaningful engagement with young learners and their families during the transition to school by drawing on their funds of knowledge; and second, centering the perspectives of children as active participants in their transition, acknowledging their experiences and the role of family-school engagement in shaping their sense of belonging.
Document Type
Report
School
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Publisher
Edith Cowan University
Identifier
Lennie Barblett: https://orcid.org/0000-0003-0510-2244
Fiona Boylan: https://orcid.org/0000-0003-2531-3559
Amelia Ruscoe: https://orcid.org/0000-0002-8315-5803
Included in
Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons
Comments
Barblett, L., Boylan, F., & Ruscoe, A. (2025). Transforming transitions II: Building children's engagement in learning at school. Children, Families and Communities Research Group. Edith Cowan University. https://doi.org/10.25958/7XF9-E245