Transition to School for Indigenous Children

Hōhepa, Margie Kahukura; McIntosh, Leonie

doi:10.1007/978-3-319-43118-5_6

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…At the level of the system, policies that support teachers to value Māori ways of knowing and learning “are not only tika (right) for Māori children but are also the right of Māori children” (Rau & Ritchie, 2011, p. 796). Perhaps if educators could hear the rich reminiscing conversations among whānau that we observed (see Appendix), they would be able to build on these practices when encouraging children from cultures with rich oral traditions to participate in classroom activities, whether oral or written (Glasgow & Rameka, 2016; Hohepa & McIntosh, 2017; Reese & Neha, 2019).…”

Section: Discussionmentioning

confidence: 99%

The role of whānau (New Zealand Māori families) for Māori children’s early learning.

Neha¹,

Reese²,

Schaughency³

et al. 2020

Developmental Psychology

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The home-learning environment (HLE) is critical for young children's early learning skills, yet little research has focused on HLEs in indigenous communities. This study examined the role of the HLE of 41 wha nau (New Zealand Ma ori families and community) in relation to their young children's (M ϭ 4 years, 4 months) early learning skills. Parents were observed reading a picture book and reminiscing about past events with their children and reported on their cultural affiliation, literacy, and numeracy practices. Children completed vocabulary, narrative, early literacy, early numeracy, and self-regulation tasks. Principal components analyses revealed an early academic skills factor (story comprehension, story memory, phonological awareness, letter recognition, number recognition, counting, and self-regulation) and an oral language skills factor (receptive and expressive vocabulary and story comprehension). Parents' observed book reading and reminiscing correlated with children's early academic skills, and their observed book reading correlated with children's oral language skills. Parent-child reminiscing was a unique, positive predictor of children's early academic skills. Oral narratives such as reminiscing may be a less visible cultural practice that supports children's early learning. Yet reminiscing is a recognized skill within indigenous communities that have a strong emphasis of intergenerational oral transmission of culturally relevant information. Reminiscing is a source of resilience for wha nau, and perhaps for other communities around the world, that needs to be highlighted and taken into account for theory and policy about children's early learning.

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Section: Discussionmentioning

confidence: 99%

The role of whānau (New Zealand Māori families) for Māori children’s early learning.

Neha¹,

Reese²,

Schaughency³

et al. 2020

Developmental Psychology

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“…However, the neoliberal NZ educational context arguably heightens the perceived strategic importance of school leaders' roles in welcoming new families and children into the school environment since enrolling as many children as they can supports the school's financial viability in the competitive market. Wider educational and social policies also have tangible impacts on transition practices, as the priority placed on different demographic groups, learning areas, or pedagogical practices shifts (e.g., Hohepa & McIntosh, 2017).…”

Section: Background: Transition To School In the New Zealand Contextmentioning

confidence: 99%

Discourses Shaping Primary School Leaders’ Approaches to Transition to School in New Zealand

Souness,

McChesney,

Kamenarac

2023

International Journal of Educational and Life Transitions

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Children's initial transition from early childhood education (ECE) to school has been well studied across the world, with diverse accounts of policy and practice in a variety of contexts. However, to date, the specific contributions of those school staff in leadership roles who shape and oversee transition-to-school processes have been under-researched. Furthermore, little research to date has considered transition to school through a discourse lens. This paper responds to these gaps, reporting findings from a post-structural discourse analysis of interviews with five primary school leaders (deputy/associate principals or across school leaders) responsible for supporting children transitioning from ECE to large New Zealand primary schools. The data analysis suggested that leaders' ways of talking about transition to school reflected four specific discourses, which we termed structural, relational, pedagogical, and achievement discourses. These discourses within the schools intersected with each other and with wider social and educational discourses (e.g., discourses of managerial leadership, "best transition practice," sociocultural, child readiness, neoliberal, data, and play). The paper looks critically at the discourses on transition that both produce and are reproduced by policies and practices in some of New Zealand's schools. In doing so, the paper offers a fresh perspective on the role of primary school leaders in constructing transition-to-school approaches within their school contexts. The paper highlights the importance of critical examination of discursive forces and invites school leaders and others to exercise agency in constructing transition-to-school approaches and discourses within their specific contexts.

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“…Educational transition research has been approached from many perspectives, e.g. diversity (Hohepa andMcIntosh 2017), inclusion (McIntyre et al 2007), collaboration (Lillvist and Wilder 2017), children's perspectives (Einarsdottir 2011) and policy (Perry, Dockett, and Petriwskyj 2014). It can be said that there is a concordance among researchers in the field about the importance of smooth transitions (Dockett and Perry 2007), the importance of collaboration across settings (Perry, Dockett, and Petriwskyj 2014) and that children should be seen as active agents in forming their learning and development (Seung Lam and Pollard 2006).…”

Section: Introductionmentioning

confidence: 99%

Learning journey: a conceptual framework for analyzing children’s learning in educational transitions

Wilder

Lillvist

2018

European Early Childhood Education Research Journal

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Research about transitions in early childhood education has had an upsurge especially in the last 15 years. Much attention has been directed to what constitutes and builds up positive transitions. Although, as learning is one of the main tasks in educational settings, there is a need for more explicit research discussions in the transition research field about children's learning in transition. The aims of this article are to discuss and unravel the theoretical concept 'learning journey' and to propose a conceptual framework for analyzing children's learning in early educational transitions. The article gives a review of the concept learning journey and related terms: learning, continuity/discontinuity, change, collaboration and time. A conceptual framework of learning journey is proposed and a model presented. The model is discussed in relation to the PPCT-model of Urie Bronfenbrenner and a final discussion set the proposed conceptual framework of learning journey in the context of application to early childhood education.

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Transition to School for Indigenous Children

Cited by 5 publications

References 16 publications

The role of whānau (New Zealand Māori families) for Māori children’s early learning.

The role of whānau (New Zealand Māori families) for Māori children’s early learning.

Discourses Shaping Primary School Leaders’ Approaches to Transition to School in New Zealand

Learning journey: a conceptual framework for analyzing children’s learning in educational transitions

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