{"id":433,"date":"2024-11-20T03:21:51","date_gmt":"2024-11-20T03:21:51","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/?p=433"},"modified":"2024-11-20T03:26:00","modified_gmt":"2024-11-20T03:26:00","slug":"ecv2024-406","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/ecv2024-406\/","title":{"rendered":"ECV2024-406 – Transition to school in Australia: Whose voices are being heard?"},"content":{"rendered":"\t\t
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Presentation - ECV2024-406<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Transition to school in Australia: Whose voices are being heard?<\/h1>\n

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Lysa Dealtry<\/strong>, Charles Sturt University, Australia (ldealtry@csu.edu.au)
Jessamy Davies<\/strong>, Charles Sturt University, Australia (jdavies@csu.edu.au) <\/p>\n

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Background: <\/strong>In Australia, transition to school has been the subject of extensive research commissioned by federal and state governments, universities, and philanthropic organisations. Collectively, this body of research has made a significant and sustained contribution to theoretical, conceptual, and practical understandings of transition to school nationally and internationally.<\/p>\n

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Aims: <\/strong>Our aim was to tell the story of Australian transition to school research, policy, and practice during the first quarter of the 21st century.<\/p>\n

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Method:<\/strong> Database and internet searches were undertaken to obtain published Australian research from journals, books and book chapters as well as policy and professional documents relating to the transition to school.<\/p>\n

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Results:<\/strong> We will present the dominant themes evident in the transition to school literature, which indicate both progression and tensions in relation to questions of what matters and to whom and whose voices are being heard and\/or valued, in relation to the transition to school.<\/p>\n

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Conclusions:<\/strong> To conclude, we will discuss the influence of children\u2019s, families\u2019, and educators\u2019 voices on the transition to school in Australia and propose whose voices are yet to be rendered visible in and through the transition to school research, programs, and policy.<\/p>\n

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Implications for children and families:<\/strong> You will learn about how and why children\u2019s and families\u2019 voices have contributed to understandings of transitions to school in Australia and how we can better ensure all children and families can contribute their voices in the future.<\/p>\n

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Implications for practitioners:<\/strong> You will learn about how research, policy, and practice have come together to shape collective understandings about successful transitions to school in Australia, but also how we can be better placed to be more inclusive and responsive in the future.<\/p>\n

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Key words<\/strong>: transition to school, children\u2019s voices, families\u2019 voices, professionals\u2019 voices, research, education, policy, regional\/rural communities, review, theory, vulnerable communities<\/p>\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n

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