Co‐Designing a Children's Transition Charter for the Transition to School: Opening Participatory Spaces to Hear Children's Voices.
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| Title: | Co‐Designing a Children's Transition Charter for the Transition to School: Opening Participatory Spaces to Hear Children's Voices. |
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| Authors: | Barblett, Lennie, Lavina, Leanne, Boylan, Fiona, Ruscoe, Amelia |
| Source: | Children & Society. Sep2025, Vol. 39 Issue 5, p962-972. 11p. |
| Subjects: | Dreams, Play, School environment, Human services programs, Research funding, Schools, Culture, Family relations, Descriptive statistics, Teachers, Social integration, Transitional programs (Education), Action research, Child development, Quality assurance, Learning strategies, Interpersonal relations, Hope, Friendship, Children |
| Abstract: | This project sought to gather the voices of young children to investigate whether a co‐development process could be used to develop a transition to school charter with children and their teachers. Children's experiences of the transition to school can have far‐reaching effects on their continuing educational journey. Seven teachers from the early years of school and 52 children (3–5 years) participated in the project over a school year. Participatory action research framed the study, which utilised child‐centred methods for children to describe their dreams, hopes and aspirations of what school would be like and how their transition could be improved. Teachers attended 2 days of professional learning supported by the research team to learn about child‐centred research methods. They were supported to use analysed data in drafting their charter to take back to children for discussion and further input. Children described four main areas that were important to them in their transition to school. These were the importance of friendships, relationships and routines; expectations of play and learning; connections to home and family; and resources that reflected a sense of belonging of children and families. In addition, child‐centred group discussions assisted in shaping the final charters. The findings have implications for connecting children and families to school and creating culturally responsive learning environments, programmes and practices. This study also showed that young children are capable respondents on matters that affect them, were able to participate in the co‐development of the charter and when offered opportunities to exert their agency, are effective research allies. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This project sought to gather the voices of young children to investigate whether a co‐development process could be used to develop a transition to school charter with children and their teachers. Children's experiences of the transition to school can have far‐reaching effects on their continuing educational journey. Seven teachers from the early years of school and 52 children (3–5 years) participated in the project over a school year. Participatory action research framed the study, which utilised child‐centred methods for children to describe their dreams, hopes and aspirations of what school would be like and how their transition could be improved. Teachers attended 2 days of professional learning supported by the research team to learn about child‐centred research methods. They were supported to use analysed data in drafting their charter to take back to children for discussion and further input. Children described four main areas that were important to them in their transition to school. These were the importance of friendships, relationships and routines; expectations of play and learning; connections to home and family; and resources that reflected a sense of belonging of children and families. In addition, child‐centred group discussions assisted in shaping the final charters. The findings have implications for connecting children and families to school and creating culturally responsive learning environments, programmes and practices. This study also showed that young children are capable respondents on matters that affect them, were able to participate in the co‐development of the charter and when offered opportunities to exert their agency, are effective research allies. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09510605 |
| DOI: | 10.1111/chso.12964 |
