Pedagogies of inclusive transition to school
Petriwskyj, Anne (2013) Pedagogies of inclusive transition to school. Australasian Journal of Early Childhood, 38(3), pp. 45-55.
Teachers in inclusive early education classrooms face competing pressures that are highlighted as children transition from play-based settings into formal school. Their challenge is to engage in pedagogical practice that caters for the complex range of school entrants. Yet the existing literature reports on transition challenges for separate groups of children rather than on shared needs or processes within diverse class populations. This study addressed this gap by investigating practices that supported transition in three Australian sites in which the populations represented different types of pedagogic challenge. Four themes regarding inclusion and transition were identified from a synthesis of the literature and applied to three cases. Results indicated that teachers adopted a range of approaches framed by the visibility of diversity, by classroom and school context and by the teachers’ professional transition in enacting changing policies. The results suggest that competing demands are balanced through dynamic, contextually framed strategies of relevance to both ECEC and schools.
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|Item Type:||Journal Article|
|Keywords:||context, diversity, inclusion, pedagogies, transition|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2013 Early Childhood Australia Inc.|
|Copyright Statement:||For more information please visit: http://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood.html|
|Deposited On:||23 Feb 2014 22:47|
|Last Modified:||20 May 2014 10:10|
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