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.
References
1.
Australian Bureau of Statistics. (ABS). (2006). 2006 Census (Category 2068), Canberra: Australian Government
2.
BraggettE. & BaileyJ. (2005). Gifted and talented children and their education. In AshmanA., & ElkinsJ. (Eds.), Educating children with diverse abilities (3rd ed., pp. 361–402). Frenchs Forest: Pearson.
3.
BrostromS. (2005). Transition problems and play as a transitory activity. Australian Journal of Early Childhood, 30(3), 17–26.
4.
CahillH., & FreemanE. (2007). Creating school environments that promote social and emotional wellbeing. In O'KeeffeM. & CarringtonS. (Eds.), Schools and diversity (2nd ed., pp. 90–107). Frenchs Forest: Pearson.
5.
CarringtonS., MacArthurJ., KearneyA., KimberM., MercerL., MortonM., & RutherfordG. (2012). Towards an inclusive education for all. In CarringtonS. & MacArthurJ. (Eds.), Teaching in inclusive school communities (pp. 4–38). Milton: Wiley.
6.
ComberB., & KamlerB. (2004). Getting out of deficit: Pedagogies of reconnection. Teaching Education, 15(3), 293–310.
7.
DEECD (2009). Transition to school: A positive start to school resource kit.Melbourne: DEECD.
8.
DEEWR (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia.Barton: Commonwealth of Australia.
DunlopA-W. (2007). Bridging research, policy and practice. In DunlopA-W., & FabianH., H. (Eds.), Informing transitions in the early years: Research, policy and practice (pp. 151–168). Maidenhead: Open University Press.
11.
GuralnickM., NevilleB., HammondM., & ConnorR. (2008). Continuity and change from full-inclusion early childhood programs through the early elementary period. Journal of Early Intervention, 30 (3), 237–250.
12.
GraueE. (2006). The answer is readiness – Now what is the question?Early Education and Development, 17 (1), 43–56.
13.
HarmsT., CliffordR. & CryerD. (1998). Early childhood environment rating scale; Revised edition ECERS-R.New York: Teachers College Press.
14.
HemmeterM., MaxwellK., AultM. & SchusterJ. (2001). Assessment of practices in early elementary classrooms APEEC.New York: Teachers College Press.
15.
McTurkN., NuttonG., LeaT., RobinsonG., & CarapetisJ. (2008). The school readiness of Australian Indigenous children: A review of the literature. Charles Darwin University.
16.
NeumanM. (2001). Hand in hand: Improving the links between ECEC and schools in OECD countries. In Early childhood education and care: International perspectives. The report of a consultative meeting, New York, May 11–12, 2000.
17.
NieselR., & GriebelW. (2007). Enhancing the competence of transition systems through co-construction. In DunlopA-W., & FabianH., H. (Eds.), Informing transitions in the early years: Research, policy and practice. (pp. 21–32). Maidenhead: Open University Press.
18.
NindM. (2005). Introduction: Models and practice in inclusive curricula. In NindM., RixJ., SheehyK., & SimmonsK. (Eds.), Curriculum and pedagogy in inclusive education: Values into practice (pp. 1–10). Abingdon: Routledge.
19.
PetriwskyjA., & Grieshaber (2011). Critical perspectives on transition to school: Reframing the debate. In LaverickD., & JalongoM. (Eds.), Transitions to early care and education: International perspectives in making schools ready for young children (pp. 75–86). New York: Springer.
20.
PetriwskyjA. (2010). Kindergarten transition and linkages to primary school-Readiness reconceptualised. In PetersenP., BakerE., & McGawB. (Eds.), International Encyclopedia of Education, (vol. 2, pp. 120–125). Oxford: Elsevier.
21.
PiantaR. & Kraft-SayreM. (2003). Successful kindergarten transition.Baltimore: Paul H. Brookes.
22.
PodmoreV., SauvaoL. & MapaL. (2003). Socio-cultural perspectives on transition to school from Pacific Island early childhood centres. International Journal of Early Years Education, 11(1), 33–42.
23.
RabanB. & UreC. (2000). Continuity for socially disadvantaged school entrants: Perspectives of parents and teachers. Australian Research in Early Childhood Education, 7(1), 54–65.
24.
RietveldC. (2008). Contextual factors affecting inclusion during children's transitions from preschool to school. Australian Journal of Early Childhood, 33 (3), 1–9.
25.
SheetsR. (2005). Diversity pedagogy: Examining the role of culture in the teaching learning process.Boston: Pearson.
26.
SylvaK., Sirij-BlatchfordI., & TaggartB. (2003). Assessing quality in the early years: Early childhood environment rating scale extension ECERS-E. Stoke on Trent: Trentham.
27.
ThorpeK., TaylerC., BridgstockR., GrieshaberS., SkoienP., DanbyS., & PetriwskyjA. (2004). Preparing for school: Report of the Queensland preparing for school trials 2003—2004.Brisbane: Queensland University of Technology.
28.
Van KraayenoordC. (2007). School and classroom practices in inclusive education in Australia. Childhood Education, 83(6), 390–394.
29.
WalkerS., NicholsonS., CarringtonS., DunbarS., HandK., WhitefordC., MeldrumK., & BerthelsenD. (2012). The transition to school of children with developmental disabilities: Views of parents and teachers. Australiasian Journal of Early Childhood, 37(1), 22–29.
