Author Identifier
Lennie Barblett: https://orcid.org/0000-0003-0510-2244
Leanne Lavina: https://orcid.org/0000-0001-6849-8624
Fiona Boylan: https://orcid.org/0000-0003-2531-3559
Amelia Ruscoe: https://orcid.org/0000-0002-8315-5803
Document Type
Journal Article
Publication Title
Children and Society
Publisher
Wiley
School
School of Education
Publication Unique Identifier
10.1111/chso.12964
Funders
Association of Independent Schools of Western Australia
Abstract
This project sought to gather the voices of young children to investigate whether a co-development process could be used to develop a transition to school charter with children and their teachers. Children's experiences of the transition to school can have far-reaching effects on their continuing educational journey. Seven teachers from the early years of school and 52 children (3–5 years) participated in the project over a school year. Participatory action research framed the study, which utilised child-centred methods for children to describe their dreams, hopes and aspirations of what school would be like and how their transition could be improved. Teachers attended 2 days of professional learning supported by the research team to learn about child-centred research methods. They were supported to use analysed data in drafting their charter to take back to children for discussion and further input. Children described four main areas that were important to them in their transition to school. These were the importance of friendships, relationships and routines; expectations of play and learning; connections to home and family; and resources that reflected a sense of belonging of children and families. In addition, child-centred group discussions assisted in shaping the final charters. The findings have implications for connecting children and families to school and creating culturally responsive learning environments, programmes and practices. This study also showed that young children are capable respondents on matters that affect them, were able to participate in the co-development of the charter and when offered opportunities to exert their agency, are effective research allies.
DOI
10.1111/chso.12964
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Barblett, L., Lavina, L., Boylan, F., & Ruscoe, A. (2025). Co-designing a children's transition charter for the transition to school: Opening participatory spaces to hear children's voices. Children & Society. Advance online publication. https://doi.org/10.1111/chso.12964