Co‐Designing a Children's Transition Charter for the Transition to School
Opening Participatory Spaces to Hear Children's Voices
Bibliographic Data
| ID | 7149520 |
|---|---|
| Authors | Lennie Barblett (0000-0003-0510-2244, Edith Cowan University School of Education Perth Western Australia Australia, corresponding author), Leanne Lavina (0000-0001-6849-8624, Edith Cowan University School of Education Perth Western Australia Australia), Fiona Boylan (0000-0003-2531-3559, Edith Cowan University School of Education Perth Western Australia Australia), Amelia Ruscoe (0000-0002-8315-5803, Edith Cowan University School of Education Perth Western Australia Australia) |
| Year | 2025 |
| Volume | 39 |
| Issue | 5 |
| Pages | 962-972 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children & Society (JOURNAL) |
| Journal identifiers | ISSN: 0951-0605 • E-ISSN: 1099-0860 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/chso.12964 |
| OpenAlex | W4409159540 |
| Language | EN |
| Citations received | 1 |
| References cited | 40 |
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
Charter · Citizen journalism · Political science · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Law · Youth Education and Societal Dynamics
Apprenticeship in Thinking
Young student’s views of Naplan
Conceptualising the education and care workforce from the perspective of children and young people
‘Why am I in all of these pictures?’ From Learning Stories to Lived Stories
Transforming transitions to primary school
Responding to children’s voices
Seeing the World through Children’s Eyes
Making meaning
Talking about pictures
Dialogic Drawing
Researching with Young Children
Pathways to belonging in the transition to school
Voice’ is not enough
Toward an experimental ecology of human development
Children's participation and intergenerational dialogue
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |