Cookies Policy
X

This site uses cookies. By continuing to browse the site you are agreeing to our use of cookies.

I accept this policy

Find out more here

Full Access “In Kindy You Don't Get Taught”: Continuity and Change as Children Start School

No metrics data to plot.
The attempt to load metrics for this article has failed.
The attempt to plot a graph for these metrics has failed.
The full text of this article is not currently available.

Brill’s MyBook program is exclusively available on BrillOnline Books and Journals. Students and scholars affiliated with an institution that has purchased a Brill E-Book on the BrillOnline platform automatically have access to the MyBook option for the title(s) acquired by the Library. Brill MyBook is a print-on-demand paperback copy which is sold at a favorably uniform low price.

“In Kindy You Don't Get Taught”: Continuity and Change as Children Start School

  • PDF
Add to Favorites
You must be logged in to use this functionality

image of Frontiers of Education in China

Over the last decade, there has been increasing awareness of the importance of engaging young children in research about their experiences and considering ways in which children's experiences, expectations and perceptions influence both their interactions and those of others. This has resulted from recognition of young children as active citizens, with rights to be consulted about matters that affect them and from the principles underpinning the sociology of childhood, which emphasizes children's capabilities and agency. This paper explores young Australian children's perceptions of school and learning, as expressed through drawings and conversations about school. Data from children in preschools and the early years of school highlight children's expectations and experiences of school, including the importance of play, friendships, children's dispositions, and academic expectations of school and teachers. Drawing on previous research that notes the long term importance of children's attitudes and approaches, as well as their sense of belonging and identity, at the start of school, this paper has implications for adults engaging with children as they make the transition to school.

10.3868/s110-001-012-0002-8
/content/journals/10.3868/s110-001-012-0002-8
dcterms_title,pub_keyword,dcterms_description,pub_author
6
3
Loading
Loading

Full text loading...

/content/journals/10.3868/s110-001-012-0002-8
Loading

Data & Media loading...

http://brill.metastore.ingenta.com/content/journals/10.3868/s110-001-012-0002-8
Loading
Loading

Article metrics loading...

/content/journals/10.3868/s110-001-012-0002-8
2012-03-01
2016-12-08

Sign-in

Can't access your account?
  • Tools

  • Add to Favorites
  • Printable version
  • Email this page
  • Subscribe to ToC alert
  • Subscribe to Citation alert
  • Get permissions
  • Recommend to your library

    You must fill out fields marked with: *

    Librarian details
    Your details
    Why are you recommending this title?
    Select reason:
     
    Frontiers of Education in China — Recommend this title to your library
  • Export citations
  • Key

  • Full access
  • Open Access
  • Partial/No accessInformation