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.

View at publisher


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.

Impact and interest:

1 citations in Scopus
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

131 since deposited on 23 Feb 2014
54 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 67648
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: context, diversity, inclusion, pedagogies, transition
ISSN: 0312-5033
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:
Deposited On: 23 Feb 2014 22:47
Last Modified: 20 May 2014 10:10

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page