Supporting Children's Transition to School Age Care

Autor/inn/en	Dockett, Sue; Perry, Bob
Titel	Supporting Children's Transition to School Age Care
Quelle	In: Australian Educational Researcher, 43 (2016) 3, S.309-326 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-016-0202-y
Schlagwörter	Transitional Programs; Child Care; Questionnaires; Content Analysis; Organizational Communication; School Readiness; Educational Practices; Stakeholders; Children; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Fragebogen; Inhaltsanalyse; Readiness for school; School ability; Schulreife; Bildungspraxis; Child; Kind; Kinder; Ausland; Australien
Abstract	While a great deal of research has focused on children's experiences as they start school, less attention has been directed to their experiences--and those of their families and educators--as they start school age care. This paper draws from a recent research project investigating practices that promote positive transitions to school and school age care. Data were generated through questionnaires, document analysis, visits to sites and conversations with a wide range of participants. In this paper, data related to school age care are reported. The results emphasise the importance of communication in the development of strong positive relationships among all those involved in transition. The practices identified as effective reflect the principles of My Time, Our Place: Framework for School Age Care in Australia, and are aligned with the Transition to School: Position Statement, which focuses on the opportunities, expectations, aspirations and entitlements for all during educational transitions. Drawing on these practices, possibilities for enhanced professional practice are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01