1,202
Views
0
CrossRef citations to date
0
Altmetric
Articles

Transition into school-aged care – how do services support children starting school?

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Australian Children’s Education and Care Quality Authority. 2012. National Quality Framework. https://www.acecqa.gov.au/national-quality-framework.
  • Australian Government Department of Education. 2022a. Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf.
  • Australian Government Department of Education. 2022b. My Time, our Place: Framework for School Aged Children in Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/MTOP-V2.0.pdf.
  • Bennett, J. 2013. “A Response from the Co-Author of ‘A Strong and Equal Partnership’.” In Early Childhood and Compulsory Education: Reconceptualising the Relationship, edited by Peter Moss, 52–71. London: Routledge.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3: 77–101. doi:10.1191/1478088706qp063oa.
  • Cartmel, J. 2007. Outside School Hours Care and Schools. (Unpublished Doctoral Dissertation). Queensland University of Technology, Brisbane. http://eprints.qut.edu.au/17810/1/Jennifer_Cartmel_Thesis.pdf.
  • Cartmel, J. 2019. “School Age Care Services in Australia.” International Journal for Research on Extended Education 7 (1): 114–120. doi:10.3224/ijree.v7i1.09.
  • Cartmel, J., and S. Grieshaber. 2014. “Communicating for Quality in School age Care Services.” Australasian Journal of Early Childhood 39 (3): 23–28. doi:10.1177/183693911403900304.
  • Cartmel, J., and A. Hayes. 2016. “Before and After School: Literature Review About Australian School Age Child Care.” Children Australia 41 (3): 201–207. doi:10.1017/cha.2016.17.
  • Cohen, L., L. Manion, and K. Morrison. 2017. Research Methods in Education. London: Taylor & Francis Group.
  • Denscombe, M. 2014. Good Research Guide: For Small-Scale Social Research Projects. Berkshire, UK: Open University Press.
  • Department of Education and Training. 2017. Transition: A Positive Start to School Resource Kit, Melbourne: State Government of Victoria https://www.education.vic.gov.au/Documents/childhood/professionals/learning/Transition%20to%20School%20Resource%20Kit%202017%20FINAL.pdf.
  • Department of Education and Training. 2022. Outside School Hours Care — Decision Making Regarding the Provision of OSHC https://www2.education.vic.gov.au/pal/outside-school-hours-care-decision-making-regarding-provision-oshc/policy.
  • Department of Education, Employment and Workplace Relations. 2009. Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: Commonwealth of Australia.
  • Department of Education, Employment and Workplace Relations. 2011. My Time, our Place: A Framework for School Aged Children in Australia. ACT: Government of Australia.
  • Department of Education, Skills and Employment. 2020. Childcare in Australia report March quarter 2020. https://www.dese.gov.au/key-official-documents-about-early-childhood/early-childhood-and-child-care-reports/child-care-australia/child-care-australia-report-march-quarter-2020.
  • Dockett, S. 2018. “Transition to School: Professional Collaborations.” Australian Educational Leader 40 (2): 16–19.
  • Dockett, S., and B. Perry. 2007. Starting School: Perceptions, Expectations and Experiences. Sydney: UNSW Press.
  • Dockett, S., and B. Perry. 2014. Continuity of Learning: A Resource to Support Effective Transition to School and School age Care. Canberra, ACT: Australian Government Department of Education.
  • Dockett, S., and B. Perry. 2016. “Supporting Children’s Transition to School age Care.” The Australian Educational Researcher 43 (3): 309–326. doi:10.1007/s13384-016-0202-y.
  • Dockett, S., B. Perry, A. Garpelin, J. Einarsdottir, S. Peters, and A.-W. Dunlop. 2017. “Pedagogies of Educational Transitions: Current Emphases and Future Directions.” In Pedagogies of Educational Transitions: European and Antipodean Research, edited by N. Ballam, B. Perry, and A. Garpelin, 275–292. Switzerland: Springer. DOI: 10.1007/978-3-319-43118-5_17
  • Dunham, A., H. Skouteris, A. Nolan, S. E. Edwards, and J. Small. 2016. “A Cooperative Pedagogical Program Linking Preschool and Foundation Teachers: A Pilot Study.” Australasian Journal of Early Childhood 41 (3): 66–75. doi:10.1177/183693911604100309.
  • Griebel, W., and R. Neisel. 2013. “The development of parents in their first child’s transition to primary school.” In International Perspectives on Transition to School: Reconceptualising Beliefs, Policy and Practice, edited by K. Margetts, and A. Klienig, 101–110. London: Routledge. DOI: 10.1007/978-3-319-43118-5_17
  • Hadley, F., and E. Rouse. 2021. Educator Partnerships with Parents and Families with a Focus on the Early Years. Oxford University Press. doi:10.1093/obo/9780199756810-0272
  • Huser, C., S. Dockett, and B. Perry. 2016. “Transition to School: Revisiting the Bridge Metaphor.” European Early Childhood Education Research Journal 24 (3): 439–449. doi:10.1080/1350293X.2015.1102414.
  • Jerome, E. M., B. K. Hamre, and R. V. Pianta. 2009. “Teacher–Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher-Perceived Conflict and Closeness.” Social Development 18 (4): 915–945. doi:10.1111/j.1467-9507.2008.00508.x.
  • Karila, K., and L. Rantavuori. 2014. “Discourses at the Boundary Spaces: Developing a Fluent Transition from Preschool to School.” Early Years 34 (4): 377–391. doi:10.1080/09575146.2014.967663.
  • Lehrer, J., K. Van Laere, F. Hadley, and E. Rouse. 2023. “Introduction: Why we Need to Move Beyond Instrumentalization When Discussing Families and Early Childhood Education and Care.” In Relationships with Families in Early Childhood Education and Care: Beyond Instrumentalization in International Contexts of Diversity and Social Inequality, edited by J. Lehrer, F. Hdley, K. Van Laere, and E. Rouse, 1–13. London, UK: Routledge.
  • Margetts, K. 2014. “Transition and the Adjustment to School.” In Transitions to School: International Research, Policy and Practice, edited by B. Perry, S. Dockett, and A. Petriwskyj, 5–88. Dordrecht: Springer.
  • Moss, Peter. 2013. Early childhood and compulsory education: reconceptualising the relationship. UK: Routledge.
  • Organisation for Economic Co-Operation and Development. 2017. Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education. Paris: OECD Publishing. doi:10.1787/9789264276253-en
  • Pálsdóttir, K. 2014. “The Professional Identity of Recreation Personnel.” BARN 32 (3): 75–89.
  • Pálsdóttir, K., and S. Kristjánsdóttir. 2018. “Leisure-time Centres for 6–9 Year old Children in Iceland; Policies, Practices and Challenges.” International Journal for Research on Extended Education 5 (2): 211–216. doi:10.3224/ijree.v5i2.08.
  • Rouse, E. 2012. “Family-centred Practice: Empowerment, Self-Efficacy, and Challenges for Practitioners in Early Childhood Education and Care.” Contemporary Issues in Early Childhood 13 (1): 17–26. doi:10.2304/ciec.2012.13.1.17.
  • Simoncini, K., N. Caltabiano, and M. Lasen. 2012. “Young School-Aged Children’s Behaviour and Their Care Arrangements After School.” Australasian Journal of Early Childhood 37 (1): 108–118. doi:10.1177/183693911203700113.
  • Simoncini, K., J. Cartmel, and A. Young. 2015. “Children’s Voices in Australian School Age Care: What do They Think About Afterschool Care?” International Journal for Research on Extended Education 3: 114–131.