Papers by Anne Petriwskyj
Kaleidoscope: Changing images of Childhood. Proceedings of the Early Childhood Association Biennial Conference 2005, 2005
International Journal of Early Years Education, 2005
The construct of school readiness that focuses on children's maturation and homogeneity of their ... more The construct of school readiness that focuses on children's maturation and homogeneity of their attainment at school entry has been challenged by recent research. This research indicates that there are difficulties in assessing young children's abilities, and there are limitations to the concomitant practice of retention. These challenges have prompted attempts to re-conceptualise entry to school as a process of transition. However, transition has variously been conceptualised as: a set of teacher practices in a time-limited period around school entry; a process of establishing continuity from home to school; and a multilayered, multi-year experience. An analysis of academic literature from 1990-2004 in U.S.A., Australia/New Zealand and Europe was undertaken to identify trends in the conceptualisation of transition to school. The analysis suggests a trend towards more complex understandings of transition emphasizing continuity of children's experience, partnership with stakeholders, and system coherence across extended time periods. However, more limited constructions persist in the academic literature, particularly in U.S.A. and Australian/New Zealand. Une étude récente a mis au défi l idée de la capacité des écoles à accueillir des enfants qui soit basée sur le degré de maturité des enfants et l homogénéité de leurs niveaux d éveil à leur entrée à l école. Cette recherche indique qu il est difficile d évaluer les aptitudes des jeunes enfants avant l'entrée à l'école primaire , et qu il y a en même temps des limites à la pratique de les retenir à l'école maternelle. Ces questions ont amené à repenser l entrée à l école comme un processus de transition. Pourtant, la transition a été considérée à différents moments comme : un ensemble de pratiques pédagogiques dans une période limitée après l entrée à l école, ou un processus de mise en place d une continuité de la maison à l école, ou une expérience à plusieurs niveaux, sur plusieurs années. Une analyse des recherches universitaires menées entre 1990 et 2004 aux Etats-Unis, en Australie/Nouvelle-Zélande et en Europe a permis d identifier des tendances dans la définition de la transition à l école. Cette analyse suggère une orientation vers des explications plus complexes de la transition en mettant l accent sur la continuité de l expérience de l enfant, un partenariat avec les parties prenantes, et une cohérence du système à travers des périodes plus étendues. Cependant, des interprétations plus limitées persistent dans la recherche universitaire, particulièrement aux Etats-Unis et en Australie/Nouvelle-Zélande. El concepto del desarrollo de la preparación infantil a la escuela, enfocada en la maduración y la homogeneización de resultados en el acceso se ha visto desafiada por la investigación recientemente. Esta investigación apunta que hay dificultades en calibrar las capacidades de los pequenos, y que hay limitaciones en la práctica de la rentención. Estos retos han llevado a iniciativas para reconceptualizar la entrada a la escuela como un proceso de transición. Sin embargo, la transición se conceptualiza como: un sistema de prácticas de profesores en un tiempo limitado durante el acceso a la escuela; un proceso de establecer continuidad entre el hogar y la escuela; y una experiencia plurianual y con muchas capas. Un análisis de la literatura académica de 1990 a 2004 en Estados Unidos, Australia, Nueva Zelanda y Europa se realizó para identificar tendencias en el concepto de transición a la escuela. El análisis sugiere una tendencia hacia un entendimiento más complejo de la transición, que apunta la continuidad de la experiencia de los ninos, el trabajo conjunto con los interesados y la coherencia del sistema durante periodos más amplios. Sin embargo, construcciones más limitadas persisten en la literatura académica, especialmente en los Estados Unidos, Australia y Nueva Zelanda.
Contemporary Issues in Early Childhood, 2012
Concern to ensure that all children have access to high-quality educational experiences in the ea... more Concern to ensure that all children have access to high-quality educational experiences in the early years of life has instigated policies to increase the qualifications of staff in the childcare workforce, and in particular, to increase the number of degree qualified teachers. However, existing data suggests that employment in childcare is viewed less favourably than alternatives in the education sector by those undertaking Early Childhood Education degrees. For most, childcare is not a preferred place of employment. This study asked whether a practicum in a childcare setting would improve attitudes towards childcare and willingness to work in childcare settings. In a study of a cohort of Bachelor of Education (Early Childhood) students, measures of attitudes to childcare and willingness to work in childcare were taken before and after practicum. Additionally, students provided accounts of their practicum experiences. Results indicate a trend in which there was a group increase in ...
European Journal of Special Needs Education, 2012
What if you're really different? Case studies of children with high functioning autism participat... more What if you're really different? Case studies of children with high functioning autism participating in the Get REAL programme who had atypical learning trajectories. European Journal of Special Needs Education, pp. 1-18.
Early years education encompasses early childhood education and care (ECEC) and the early years o... more Early years education encompasses early childhood education and care (ECEC) and the early years of school across the age range birth to eight years. The introduction of two national curriculum documents for early years education – the Early Years Learning Framework (Department of Education, Employment and Workplace Relations DEEWR, 2009) for ECEC programs and the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority ACARA, 2011a) – indicates a trend towards national coherence, yet highlights a gap between notions of inclusion in the ECEC and school sectors of early years education. These gaps have the potential to impact negatively on school transition experiences through reductions in continuity of pedagogy and partnerships with families. Australian definitions of inclusion have moved beyond integration (i.e., mainstream classroom placement with support services and accommodations to address disability or lack of English), to encompass curricular and peda...
Australasian Journal of Early Childhood, 2021
Parents’ perceptions and expectations of transition to school influence their engagement in the t... more Parents’ perceptions and expectations of transition to school influence their engagement in the transition process. In this study, eight Chinese and eight Australian parents were interviewed to explore their perceptions of transition to school. The results showed similarities in Chinese and Australian parents’ views of transition to school as a two-phase process involving preparation and school familiarisation. Cohort and intra-cohort differences were evident in the type of preparation, attention to diverse needs and the difficulty of the transition process. Moreover, Australian, but not Chinese, parents regarded transition to school as a change for themselves. The findings challenge stereotypes, indicating the need for more reciprocal communication to address parent expectations about transition to school in diverse communities.
Early Child Development and Care, 2014
The decision-making processes of early childhood teachers when working with children experiencing... more The decision-making processes of early childhood teachers when working with children experiencing parental separation and divorce.
Worldwide recognition of the significance of the early childhood years for later development and ... more Worldwide recognition of the significance of the early childhood years for later development and wellbeing and the importance of investing in high quality early childhood education (OECD, 2006) has promoted a great deal of interest in transition research, policy and practice. This trend is seen in Australia, particularly in COAG commitments to early childhood education (Commonwealth of Australia, 2009b), including the Early Years Learning Framework (Commonwealth of Australia, 2009a). These commitments are being enacted at the same time as the Australian curriculum is being developed and implemented. It is timely to consider the transition to school as the point at which different contexts, systems, curricula, philosophies and approaches meet. Beginning school is also a time when all involved have responsibilities to promote a positive transition.
In early childhood settings prior to school and in the early years of primary school, debate cont... more In early childhood settings prior to school and in the early years of primary school, debate continues over the meaning of inclusion and its scope in terms of the groups under consideration. The genealogies of early childhood education and care, early primary school, special education and cultural education were examined to identify recurring and emerging approaches to inclusion within Australian programs for children from birth to eight years. Approaches to inclusion encompassing multiple forms of diversity coexist in the Australian educational literature with targeted approaches focused on disabilities or risk. These differing approaches reflect underlying ideological divisions and varying assumptions about diversity. Multiple approaches, including the expansion of early childhood services, reflect tensions over children’s rights, conceptualizations of inclusion, the expectations of teachers, system coordination, economic constraints and political pressure to cater for a complex r...
This is an electronic version of an article published in [International Journal of
The Queensland Early Childhood Consortium (QECC) would like to thank all those who participated i... more The Queensland Early Childhood Consortium (QECC) would like to thank all those who participated in the evaluation and gave generously of their time in supporting and generating the data. In particular, we appreciate and applaud the commitment by principals, research administrators, staff, children and families across the 39 trial sites. These participants helped gather data, assisted us in understanding local contexts and ensured that we heard about key factors pertinent to the study. The site visits undertaken during the focused study phase of the evaluation breathed life into project and left us with rich images of staff, parent and child contributors as they turned possibilities into realities at the local level. In addition, thanks are due to members of the Early Childhood Education Unit and
This report details the External Evaluation of the 2003 Preparing for School Trials carried out b... more This report details the External Evaluation of the 2003 Preparing for School Trials carried out by the Queensland Early Childhood Consortium based at the School of Early Childhood at Queensland University of Technology. The findings of the study were consistent and clear. They indicated that the preparatory program is highly successful in promoting children's development in all the five domains examined (social-emotional, communication, numeracy, literacy, and motor). The effectiveness of the preparatory program was most notable in promoting social-emotional and communication development. As children entered school in 2004 those who had experienced a preparatory program were judged by Year 1 teachers as more socially adjusted to formal schooling than those who had attended preschool.
Australian Journal of Early Childhood, 1977
Transitions to School - International Research, Policy and Practice, 2014
ABSTRACT
This book appears at a significant time for those who work in early childhood education. Many gov... more This book appears at a significant time for those who work in early childhood education. Many governments are seeking to expand the availability of services for young children. One result of these initiatives is that across the world children are entering institutionalised care and education at an ever earlier age and for an increasingly extended period of their young lives. The evidence suggests that the experiences of children in their early years are critical determinants of future progress and attainment educationally, economically and as a member of their social community. These changing contexts place a burden of responsibility on those who provide early childhood services to ensure that they benefit rather than damage children's potential. This means paying serious attention to ensuring the quality of experience for the child as they transfer across an increasing number of settings in their early years.
Worldwide recognition of the significance of the early childhood years for later development and ... more Worldwide recognition of the significance of the early childhood years for later development and wellbeing and the importance of investing in high quality early childhood education (OECD, 2006) has promoted a great deal of interest in transition research, policy and practice. This trend is seen in Australia, particularly in COAG commitments to early childhood education (Commonwealth of Australia, 2009b), including the Early Years Learning Framework (Commonwealth of Australia, 2009a). These commitments are being enacted at the same time as the Australian curriculum is being developed and implemented. It is timely to consider the transition to school as the point at which different contexts, systems, curricula, philosophies and approaches meet. Beginning school is also a time when all involved have responsibilities to promote a positive transition.
Teaching and Teacher Education
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Papers by Anne Petriwskyj