Author Identifier (ORCID)
Amelia Ruscoe: https://orcid.org/0000-0002-8315-5803
Leanne Lavina: https://orcid.org/0000-0001-6849-8624
Lennie Barblett: https://orcid.org/0000-0003-0510-2244
Fiona Boylan: https://orcid.org/0000-0003-2531-3559
Abstract
Children's funds of knowledge (FoK) were recognised in the initial iteration of the Australian Early Years Learning Framework (EYLF) in 2009, the mandated framework for educator decision-making, and their significance was further emphasised in EYLF 2.0 in 2022. However, a unified understanding of children as knowledgeable individuals and how to effectively incorporate their diverse knowledges into early childhood education is still evolving. Recent evidence highlights the link between engaging with children's FoK and supporting successful transitions to formal schooling. Given that childhood is experienced differently across cultures and contexts, achieving consensus on the nature and value of FoK remains a challenge. A scoping review was conducted to address gaps in understanding the role of FoK in pedagogical design and its impact on school transitions. The review analysed 34 peer-reviewed articles that contributed to an understanding of transitions in early childhood education [ECE] meeting specific criteria: focused on preschool to school transition (children aged 4–6), published between 2010 and 2024 in English, and full text availability. The findings highlighted diverse interpretations of FoK and its significance for both children and educators. A key gap in the literature was identified concerning the role of FoK in school transitions. The review urges further research into the pedagogical implications of acknowledging the depth and diversity of FoK and recommends that early childhood policies more effectively communicate its importance. Context and implications Rationale for this study This study addresses gaps in understanding how children's funds of knowledge (FoK) impact school transitions. By analysing 34 peer-reviewed articles, the evolving nature of transitions and the significance of integrating FoK into education were revealed, offering insights into inclusive, culturally responsive transition strategies for young children. Why the new findings matter This review is relevant to early childhood educators, researchers and policy-makers. It emphasises the need for research on teacher beliefs, knowledge, and practices regarding FoK in school transitions. A strengths-based approach, cultural responsiveness, and consistency across educational settings were found to be impactful, urging educators to incorporate families' expertise and children's perspectives into the curriculum. Implications for researchers and educational institutions Further research is needed to explore methods for integrating FoK into early learning, and ensuring effective transitions, particularly for diverse populations, to promote equitable and culturally responsive education, and positive outcomes for all children.
Document Type
Journal Article
Date of Publication
8-1-2025
Volume
13
Issue
2
Publication Title
Review of Education
Publisher
Wiley
School
School of Education
RAS ID
82723
Funders
Association of Independent Schools Western Australia
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Ruscoe, A., Lavina, L., Barblett, L., & Boylan, F. (2025). Funds of knowledge and the transition to school: A scoping review. Review of Education, 13(2). https://doi.org/10.1002/rev3.70092