TraNsitioN to School
Position Statement
Preamble
1998; Dockett & Perry, 2007; Dunlop & Fabian, 2007;
Worldwide recognition of the significance of the early
A successful transition to school is marked by children’s
childhood years for later development and wellbeing and the
positive approach to school and a sense of belonging and
importance of investing in high quality early childhood
engagement. Families have critical roles to play in supporting
education (OECD, 2006) has promoted a great deal of interest
positive transitions, as do educators*, health and other
in transition research, policy and practice. This trend is seen in
professionals, as well as communities. Societies benefit
Australia, particularly in COAG commitments to early
when children and families view school as a positive place to
childhood education (Commonwealth of Australia, 2009b),
be and when education is regarded as valuable, relevant and
including the Early Years Learning Framework
attainable. A positive start to school, leading to greater and
(Commonwealth of Australia, 2009a). These commitments
ongoing connection with school, has been identified as a
are being enacted at the same time as the Australian
factor in disrupting cycles of social and economic
curriculum is being developed and implemented. It is timely
disadvantage and in promoting resilience among young
to consider the transition to school as the point at which
people (Commonwealth of Australia, 2009b; Smart, Sanson,
different contexts, systems, curricula, philosophies and
Baxter, Edwards, & Hayes, 2008).
approaches meet. Beginning school is also a time when all
involved have responsibilities to promote a positive transition.
Margetts, 2007; Peters, 2010).
This position statement has been developed by a group of
national and international transition to school researchers who
The importance of a positive transition to school has been
have been working in the area over the last 20 years. An
emphasised in research around the world. It is well
overview of the researchers’ seminal research is included at
established that a successful start to school is linked to later
the end of this document. The authors have been assisted in
positive educational and social outcomes. Children who have
this task by a wide range of educators and policy makers,
a positive start to school are likely to regard school as an
who have reviewed the document and enhanced
important place and to have positive expectations of their
it through their constructive criticism.
ability to learn and succeed at school (Alexander & Entwisle,
*The term educators includes teachers in school and prior-to-school settings, as well as other adults with the responsibility for the care and education of young children in these settings.
Purpose
In this document, transition to school is taken to be a
This position statement has been developed as an
into the first year of school. The process of transition occurs
aspirational document targeted to all concerned with the
over time, beginning well before children start school and
education, care and wellbeing of young children. This
extending to the point where children and families feel a
includes policymakers, educators, health and other
sense of belonging at school and when educators recognise
professionals, families and communities. The position
this sense of belonging. This means that transition may
statement reconceptualises transition to school in the context
occur over a longer period of time for some children.
of social justice, human rights (including children’s rights),
Transition to school is characterised by:
dynamic process of continuity and change as children move
educational reform and ethical agendas, and the established
impact of transition to school on children’s ongoing wellbeing,
learning and development. These principles support a range
• opportunities;
• expectations;
• aspirations;
• entitlements.
of educational entitlements around the transition to school.
Opportunities
This position statement has been
developed as an aspirational
document targeted to all concerned
with the education, care and
wellbeing of young children.
Opportunities are afforded to children when they are
recognised as competent and capable, when their cultural
heritage and histories are respected, and when they are
supported in their approaches to new and challenging
situations and interactions. The transition to school provides
opportunities for children to continue shaping their identities
and to extend their existing knowledge, skills and
understandings through interactions with adults, peers and
family. Children are well placed to respond to these
The position statement is based on national and international
opportunities when they feel secure, valued and respected
understandings of the importance of the transition to school.
for who they are and the histories they bring – when they
It provides a strong basis for action for government,
feel a sense of belonging at school. The transition to school
organisations and individuals as all strive for policies and
provides opportunities for children to become citizens within
practices that support the best possible start to school for all
school communities and to experience the rights and
children and their families.
responsibilities associated with this.
The statement is underpinned by the importance of:
Transition to school provides opportunities for families to
• understandings of all children as competent, capable and
collaborate with educators and other professionals in ways
creative, who have already learned a great deal before they
that strengthen and support each child’s ongoing learning
enter school, regardless of their context or backgrounds;
and development. It provides opportunities to reflect on
children’s attainments and to share responsibilities for
• acknowledging and supporting children as active
future achievements.
participants in their own transition and learning;
• recognising and valuing the strengths of all involved in
Children are well placed to respond to
these opportunities when they feel
secure, valued and respected for who
they are and the histories they bring –
when they feel a sense of belonging
at school.
transitions to school;
• genuine partnerships involving reciprocal, responsive,
respectful relationships;
• critically reflecting on established policies and practices
and their underlying assumptions; and
• curriculum and pedagogy relevant to children’s
characteristics, interests and circumstances.
Transition to School
1
Position Statement
The transition to school is an opportunity to establish and
Families aspire to positive educational outcomes for their
maintain positive, respectful collaboration between home
children, as well as continuity between the early childhood
and school contexts that sets a pattern for ongoing
settings – at times of transition and beyond. They would like
interaction. Families have opportunities to build links for their
their children to be happy and successful at school, to have
children between prior-to-school and school experiences.
friends and be respected and recognised as individuals
within the various groups of which they are members.
During the transition to school, educators have opportunities
Families also aspire to contribute to their children’s
to build relationships with children, families and communities
education through the development of trusting, respectful
that provide the basis for effective learning and teaching
and reciprocal relationships.
interactions. Educators have opportunities to share their own
expertise, while recognising the expertise of others, as they
Educators aspire to the development of strong partnerships
communicate and make connections with children, other
with families, other educators, professionals and
educators, families and communities. The transition to school
communities as part of strong and supportive educational
is a specific opportunity for prior-to-school and school
environments in the first year of school. They want children
educators, and the systems in which they are employed, to
to learn to their full potential in an inspiring, challenging and
work together and to draw support from each other.
supportive environment.
Communities aspire to provide ongoing support and
Educators have opportunities to share
their own expertise, while recognising
the expertise of others, as they
communicate and make connections
with children, other educators, families
and communities.
resources to promote children’s positive engagement in
school and to reap the social, cultural, educational and
economic benefits of education that are regarded as
valuable, relevant and attainable. Communities also aspire to
provide the support, resources, services and living
conditions that promote the wellbeing of children and
families. Communities with strong social networks and
access to resources that can be mobilised to support
children and families are well positioned to promote positive
transitions to school.
Community recognition and support for transition to school
marks this transition as an important life event. Transition to
Within educational organisations and systems, policy makers
school affords opportunities for communities to celebrate
aspire to all children engaging in positive educational
children and families and to demonstrate the value of
trajectories and achieving sound educational outcomes.
early education as well as respect for those involved in
This is based on commitments to reducing inequalities in
this endeavour. The transition to school is an opportunity
educational access and outcomes. Strategies to achieve
to strengthen the community identity of schools and
positive educational outcomes for all include continuity of
prior-to-school settings and the place of these institutions
curriculum and pedagogy and strong coordination between
within communities.
the prior-to-school and school sectors.
Aspirations
Educators aspire to the development
of strong partnerships with families,
other educators, professionals and
communities as part of strong and
supportive educational environments
in the first year of school
As they start school children are enthusiastic learners, keen
to extend their learning in a safe and friendly environment.
They seek to maintain existing friendships and build new
friendships as they engage in play and learning. They hope
that school will be an enjoyable context which supports their
developing autonomy and their active engagement in
learning. Children want their learning to be recognised and
valued in both process and product.
Transition to School
2
Position Statement
Expectations
Communities expect schools to be sites where children are
Transition to school is a time of changing expectations
sense of belonging, and enact the rights and responsibilities
for all involved.
of citizenship. Effective schools attend to the wellbeing of
regarded as competent and capable learners, experience a
all involved, generate positive and respectful learning
Children and families start school with a range of expectations
environments and have regard to the communities in
about what school will be like and what it means to be a school
which they are located.
student or parent of a school student. Children start school
expecting to learn and to be recognised as learners. They
Within educational systems and organisations, there are
expect to encounter challenges and to be supported in their
expectations that all children will benefit from education.
approaches to these. Children expect to engage with their
Further, education is identified as a major force for reducing
friends, family and community at school and about school.
inequality and disadvantage and promoting long-term social
Children seek continuity of support as they encounter change
and economic productivity.
as they start school: changes in themselves, their
Policy makers within educational organisations and systems
environments and their interactions.
expect that specific programs will be required to promote
educational engagement and attainment for all children. One
key area for such focus is the transition to school.
Children and families start school
with a range of expectations about
what school will be like and what it
means to be a school student or
parent of a school student.
Entitlements
All children are active participants in their transition, entitled
to access high quality education that is respectful of, and
responsive to, their existing competencies, cultural heritage
and histories.
Families expect that their knowledge of their children will be
High quality education builds upon these competencies by
respected at school. They expect that their children’s educators
creating educational environments that provoke, recognise
will draw on this, as well as their own expertise and that of
and celebrate each child’s learning potential. These
other professionals, to create the best possible learning
environments acknowledge the central roles of families and
environments for their children. Families expect to contribute
communities in children’s educational outcomes. There is
to their children’s education, and may seek guidance from
potential for transitions to school to provide a site for the
educators about how partnerships can operate effectively.
enactment of these entitlements from the very beginning of
Families expect children’s safety and wellbeing to be central
children’s school careers.
features in decisions about educational provision. They expect
Families are entitled to be confident that their children will
schools to recognise the strengths their children bring, as well
have access to education that promotes equity and
as to be responsive to their diverse learning needs. Families
excellence and that attends to the wellbeing of all children.
expect to be advocates for their children, and to be supported
Families are entitled to be respected as partners in their
in this by the advocacy of other professionals.
children’s education.
Educators expect to engage with children, families, other
educators and professionals in the creation of positive learning
and teaching environments during the transition to school. They
High quality education builds upon
these competencies by creating
educational environments that
provoke, recognise and celebrate
each child’s learning potential.
expect appropriate support and resources to create challenging
learning environments for all children. Educators expect to
work with children, families and other professionals to
recognise children’s strengths and to provide appropriate
support. They expect appropriate professional recognition and
regard for their roles in promoting each child’s learning,
development and wellbeing during the transition process.
Transition to School
3
Position Statement
Educators are entitled to professional regard and respect for
3. Approaches to ensure that all children, families and
their work with children, families and communities during
communities have access to appropriate support across
the transition process. They are entitled to levels of
the processes of transition.
professional support and resourcing that facilitate the
4. Focus on the competencies, strengths and achievements
creation of the best possible learning and teaching
of children and families as they make the transition
environments for all children, and to opportunities for
to school.
ongoing professional development and critical reflection,
5. Acknowledgement of the central role of relationships in
both individually and collaboratively.
positive transitions and opportunities for those involved
Communities are entitled to be regarded as essential
to build and maintain these relationships.
contributors to children’s education, and to have a major role
6. Recognition of children’s active roles in shaping their
and place within education institutions. Policy makers are
entitled to expect that education systems will work towards
transition experiences and the importance of consulting
alignment and continuity, providing necessary supports and
them about transition.
provocations to promote high quality education for all.
7. Enactment of the principles of family engagement in
education, based on trusting, respectful and reciprocal
relationships.
Communities are entitled to be regarded
as essential contributors to children’s
education, and to have a major role and
place within education institutions.
8. Appropriate support for educators whose roles
encompass transition to school, including support for
the development of curriculum and pedagogy that
supports positive transitions, opportunities for critical
reflection on policies and practices and appropriate
professional development.
Educational systems and organisations are entitled to expect
that educators, families and communities will be active
9. Recognition of the transition to school as an opportunity
contributors to the wellbeing, learning and development of
to build positive connections between the many
young children.
systems and sectors that engage with young children
and their families.
Recommendations
10. Acknowledgement of the major roles in transition played
by those outside school systems, including prior-to-school
This position statement has been developed as a call to
educators, special educators and other professionals,
action for all with an interest in the wellbeing, development
families and communities.
and learning of young children. This includes policymakers,
11. Opportunities for systems and sectors to define
educators, health and other professionals, families and
communities. In urging individuals, groups, communities,
transition approaches and to consider constructive
organisations, systems and governments to recognise the
alignment of curriculum and pedagogies across
importance of a positive transition to school for all children,
educational contexts.
we recommend the development of processes, practices
12. Ongoing commitment to the entitlements of all children,
and policies that incorporate the following:
families and educators in positive transitions to school.
1. Recognition of transition to school as an integral
This position statement has been
developed as a call to action for all
with an interest in the wellbeing,
development and learning of
young children.
component of quality educational provision.
2. Commitment to equity and excellence in the development
of transition programs, evident in the engagement of
children, families, professionals, educators and
community members in the implementation of relevant,
appropriate and meaningful approaches.
Transition to School
4
Position Statement
References
Authors
Alexander, K. L., & Entwisle, D. R. (1998). Facilitating the
The authors of this statement are leading researchers in
transition to first grade: The nature of transition and research
the field of transition, from Australia and around the world.
on factors. Elementary School Journal, 98(4), 351-364.
Individually and collectively, they have conducted high quality
research on the transition to school over many years, published
Commonwealth of Australia. (2009a). Belonging, being,
widely in prestigious academic journals, addressed learned
becoming: The early years learning framework for Australia.
forums, informed professional practice and provided input for
http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Qual
policy. Their work has formed the basis of advice for various
ity/Pages/EarlyYearsLearningFramework.aspx
levels of government, educational organisations and systems
Commonwealth of Australia. (2009b). National quality
and provided the framework for approaches to transition in
framework for early childhood education and care.
their respective countries, as well as internationally.
http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quali
The researchers and key publications are listed below.
ty/Pages/home.aspx
Professor Sue Dockett, Murray School of Education, Charles
Dockett, S., & Perry, B. (2007). Transitions to school:
Sturt University.
Perceptions, expectations, experiences. Sydney: University
http://www.csu.edu.au/faculty/educat/murrayed/staff/dockett
of NSW Press.
_sue.htm
Dunlop, A-W., & Fabian, H. (Eds.) (2007). Informing
Dockett, S., Perry, B., & Kearney, E. (2010). School readiness:
transitions in the early years: Research, policy and practice.
what does it mean for Indigenous children, families, schools
London: OUP/McGraw Hill.
and communities? Issues Paper 2. Canberra: Closing the
Margetts, K. (2007). Preparing children for school: Benefits
Gap Clearinghouse.
and privileges. Australian Journal of Early Childhood, 32(2),
http://www.aihw.gov.au/closingthegap/documents/issues_
43–50.
papers/ctg-ip02.pdf
OECD. (2006). Starting strong II. Early childhood education
Emeritus Professor Aline-Wendy Dunlop, University of
and care, Executive summary.
Strathclyde, Scotland.
http://www.oecd.org/document/63/0,3343,en_2649_392632
http://www.strath.ac.uk/humanities/courses/education/staff/
31_37416703_1_1_1_1,00.html
dunlopaline-wendyprof/
Peters, S. (2010). Literature Review: Transition from early
childhood education to school. Wellington: New Zealand
Dunlop, A-W., & Fabian, H. (Eds.) (2007). Informing
Ministry of Education.
transitions in the early years: Research, policy and practice.
http://www.educationcounts.govt.nz/publications/ece/78823
London: OUP/McGraw Hill.
Smart, D., Sanson, A., Baxter, B., Edwards, B., & Hayes, A.
Professor Jóhanna Einarsdóttir, Faculty of Education,
(2008). Home-to-school transitions for financially
University of Iceland, Iceland.
disadvantaged children: Summary report. Sydney: The Smith
https://uni.hi.is/joein/
Family and Australian Institute of Family Studies.
Einarsdottir, J. (2010). Children's experiences of the first year
http://www.thesmithfamily.com.au/site/page.cfm?u=105
of primary school. European Early Childhood Education
Research Journal, 18(2), 163-180.
Transition to School
5
Position Statement
Professor Anders Garpelin, School of Education, Culture
Margetts, K. (2009). Early transition and adjustment and
and Communication at Mälardalen University, Sweden.
children's adjustment after six years of schooling. European
Early Childhood Education Research Journal, 17(3), 309 – 324.
http://www.mdh.se/ukk/staff/sqa/agn02
Dr Elizabeth Murray, School of Teacher Education, Charles
Garpelin, A. (2004). Accepted or rejected in school, European
Sturt University.
Educational Research Journal, 3(4), 729-742.
http://www.csu.edu.au/faculty/educat/teached/dubbo/staff/lib
Professor Beth Graue, Department of Curriculum and
bey_murray.html
Instruction, University of Wisconsin, Madison, USA.
Murray, E., & Harrison, L. J. (2005). Children’s perspectives
http://www.wcer.wisc.edu/people/staff.php?sid=472
on their first year of school: Introducing a new pictorial
Graue, E. (2006). The answer is readiness - Now what is the
measure of school stress. European Early Childhood
question? Early Education and Development, 17(1), 43-56.
Education Research Journal, 13, 111-127
Associate Professor Linda Harrison, Charles Sturt University.
Professor Bob Perry, Murray School of Education, Charles
http://www.csu.edu.au/faculty/educat/teached/staff/harrison_l
Sturt University.
inda.htm
http://www.csu.edu.au/faculty/educat/murrayed/staff/perry_b
Harrison, L., Clarke, L., & & Ungerer, J. (2007). Children's
ob.htm
drawings provide a new perspective on linkages between
Dockett, S., & Perry, B. (2007). Transitions to school:
teacher-child relationship quality and school adjustment. Early
Perceptions, expectations, experiences. Sydney: University
Childhood Research Quarterly, 22, 55-71.
of NSW Press.
Dr Mei Seung (Michelle) Lam, Assistant Professor,
Dr Sally Peters, Department of Human Development and
Department of Early Childhood Education, Hong Kong
Counselling, University of Waikato, New Zealand.
Institute of Education, Hong Kong.
http://edlinked.soe.waikato.ac.nz/staff/index.php?user=speters
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=9863
Peters, S. (2010). Literature review: Transition from early
Lam, M. S., & Pollard, A. (2006). A conceptual framework for
childhood education to school. Wellington: Ministry of
understanding children as agents in the transition from home
Education.
to kindergarten. Early Years: An International Journal of
Dr Anne Petriwskyj, Faculty of Education, Early Childhood,
Research and Development, 26 (2), 123-141.
Queensland University of Technology.
Dr Noella Mackenzie, Murray School of Education, Charles
http://staff.qut.edu.au/staff/petriwse
Sturt University.
Petriwskyj, Anne (2010) Who has rights to what? Inclusion in
http://www.csu.edu.au/faculty/educat/murrayed/staff/macken
Australian early childhood programs. Contemporary Issues in
zie_noella.htm
Early Childhood, 11(4). 342 352.
Mackenzie, N.M (2008) Becoming a writer: Can we predict
Dr Tuija Turunen, Murray School of Education, Charles Sturt
how children will engage with the writing process at school
University; University of Lapland, Finland.
entry? Journal of Reading, Writing and Literacy, 3(1), 1-19.
http://www.csu.edu.au/faculty/educat/murrayed/staff/turunen
Associate Professor Kay Margetts, Melbourne Graduate
_tuija.htm
School of Education, The University of Melbourne.
Turunen, T. A. (2011). Memories about starting school. What is
http://www.edfac.unimelb.edu.au/cgi-
remembered after decades? Scandinavian Journal of
bin/public/staff_profile.cgi?id=3921
Educational Research. (In press).
Transition to School
6
Position Statement
Research students
The development of this statement has been facilitated
through funding support from the following organisations;
Several research higher degree students made invaluable
contributions to this Position Statement:
Charles Sturt University, Australian Government Department
of Education, Employment and Workplace Relations, The Ian
Potter Foundation, NSW Department of Education and
Training – Western Region, South Australian Department of
Education and Children’s Services, Victorian Department of
Education and Early Childhood Development – Hume Region
& Regional Express.
Wendy Goff, Charles Sturt University
Kathryn Hopps, Charles Sturt University
Cathy Kaplun, Charles Sturt University
Amy MacDonald, Charles Sturt University
Leonie McIntosh, University of Western Sydney
Susanne Rogers, Charles Sturt University
y
ion b
trat
Illus
The opinions expressed in this document are those of the
authors and do not necessarily reflect the opinions of the
funding bodies.
o
Cale
ard
Bern
ISBN 978-1-86467-231-2
©2011 Research Institute for Professional Practice, Learning and Education Charles Sturt University
Transition to school: Position statement by Educational Transitions and Change (ETC) Research Group.
<http://www.csu.edu.au/research/ripple/publications/index.htm> is licensed under a Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License <http://creativecommons.org/licenses/by-nc-nd/3.0/> .
Suggested Citation: Educational Transitions and Change (ETC) Research Group. (2011). Transition to school: Position statement
Albury-Wodonga: Research Institute for Professional Practice, Learning and Education, Charles Sturt University.
Imagecorp Pty Ltd
<http://creativecommons.org/licenses/by-nc-nd/3.0/>