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dc.contributor.authorJackson, A
dc.contributor.authorCartmel, J
dc.contributor.editorSusan E. Elliott-Johns and Daniel H. Jarvis
dc.description.abstractEducators in early years' settings are confronted with a complex set of circumstances when providing quality transitions to school for children in early education and care settings in areas of socio-economic disadvantage. Starting school is recognized as a life transition and milestone for young children (Danby, Thompson, Theobald, & Thorpe, 2012; Dockett & Perry, 2009; Yeo & Clarke, 2007). As children undertake the transition from a flexible home or early years' setting to the structure of formal school, they encounter a period of change and adjustment, accompanied with new experiences, opportunities, and challenges (Bond & Maley, 2007). How children in low socio-economic areas experience and manage this transition can impact on their progress throughout the schooling system and their life after school. A positive transition to school facilitates children's initial adjustment and achievement in the school environment, providing an advantage for their later attainment and enhancing the development of positive school trajectories (Dockett & Perry, 2009; Petriwskyj, Thorpe, & Tayler, 2005). Early schooling experiences also contribute to children's developing sense of self, thus, a successful start to school has a positive influence on how children view themselves as learners (Dockett & Perry, 2009). Conversely, children who are unprepared and have a negative start to school may be disadvantaged in the school setting (Centre for Community Child Health and Telethon Institute for Child Health Research [CCCH-TICHR), 2011). Poor transitions compromise children's school engagement and attendance, and they can create a negative life pathway that is difficult to alter and impacts on children's long-term outcomes (Centre for Community Child Health [CCCJ-IJ, 2008a, 2008b). Having a positive start to school is important for young children's development and lifelong learning.
dc.publisherUniversity of Toronto Press
dc.relation.ispartofbooktitlePerspectives on Transitions in Schooling and Instructional Practice
dc.subject.fieldofresearchUrban Sociology and Community Studies
dc.titleYoung Children's Experience of Starting School in an Area of Socio-Economic Disadvantage
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyGriffith Health, School of Human Services and Social Work
gro.hasfulltextNo Full Text
gro.griffith.authorCartmel, Jennifer L.
gro.griffith.authorJackson, Amber

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