Cross-Sectoral Professional Relationships and Transition to School: An Australian Study

Autor/inn/en	Nolan, Andrea; Kilderry, Anna; Chu, Celine
Titel	Cross-Sectoral Professional Relationships and Transition to School: An Australian Study
Quelle	In: Early Years: An International Journal of Research and Development, 41 (2021) 5, S.476-490 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nolan, Andrea) ORCID (Kilderry, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2019.1617250
Schlagwörter	Foreign Countries; Interprofessional Relationship; Elementary School Teachers; Student Adjustment; Preschool Children; Preschool Teachers; Australia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Australien
Abstract	Research highlights the importance of seamless transitions between early childhood services and schools to ensure a positive start to school for young children. Drawing on an ecological model of transition where positive outcomes for children depend on the relationships formed between key players in their transition, this paper examines cross-sectoral relationships between the professionals involved. It categorises interactions taking place within the transition then utilises Bourdieu's field theory to explore and illuminate the social processes involved in the pre-school/school relationships. Data are drawn from field visits and interviews with early childhood teachers at 12 services and primary school teachers in 11 schools across the state of New South Wales, Australia. The findings show that not all categories of professional relationships are apparent when classified through transition activities, with personal experiences and historical positionings accounting for such differences. This paper argues that more effort and support is required to build collaborative partnerships that move from being unidirectional to mutually respectful and responsive. This move will enable teachers to engage in professional dialogue and build sustainable professional networks; however, for this to occur teachers need to become aware of how their practices have been shaped by their habitus, capital and the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01