‘Everybody Has Got Their Own Story’: Urban Aboriginal Families and the Transition to School

Kaplun, C; Grace, R; Knight, J; Anderson, J; West, N; Mack, H; Comino, E; Kemp, L

‘Everybody Has Got Their Own Story’: Urban Aboriginal Families and the Transition to School

Kaplun, C Grace, R Knight, J Anderson, J West, N Mack, H

Comino, E Kemp, L

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Publisher:: Springer
Publication Type:: Chapter
Citation:: International Perspectives on Early Childhood Education and Development, 2017, 21, pp. 67-82
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Kaplun, C
dc.contributor.author	Grace, R
dc.contributor.author	Knight, J
dc.contributor.author	Anderson, J
dc.contributor.author	West, N
dc.contributor.author	Mack, H https://orcid.org/0000-0002-1115-9995
dc.contributor.author	Comino, E
dc.contributor.author	Kemp, L
dc.date.accessioned	2022-12-13T04:04:30Z
dc.date.available	2022-12-13T04:04:30Z
dc.date.issued	2017-01-01
dc.identifier.citation	International Perspectives on Early Childhood Education and Development, 2017, 21, pp. 67-82
dc.identifier.isbn	978-3-319-58327-3
dc.identifier.uri	http://hdl.handle.net/10453/164355
dc.description.abstract	The Gudaga Goes to School study described the early school experiences and transition to school for a birth cohort of urban Aboriginal children living in Sydney, Australia. A life course approach identified the complex range of factors involved in transition to school for this cohort and their families. This chapter presents parent perspectives, supplemented with information from children’s teachers, to show the range of experiences of parent involvement at school. Three case studies have been developed, drawing on a series of interviews conducted between 2011 and 2015, prior to the child starting school and up to the end of Year 2. Parents reported positive school experiences and support of their child’s successful transition to school. They placed importance on relationships, communication, a welcoming environment and school support of children’s learning and school engagement. Challenges and barriers to involvement, if and how these were overcome, and areas for improvement are discussed.
dc.format.extent	17
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	International Perspectives on Early Childhood Education and Development
dc.relation.isbasedon	10.1007/978-3-319-58329-7_5
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	‘Everybody Has Got Their Own Story’: Urban Aboriginal Families and the Transition to School
dc.type	Chapter
utslib.citation.volume	21
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-12-13T04:04:29Z
pubs.place-of-publication	Switzerland
pubs.publication-status	Published
pubs.volume	21
dc.location	Switzerland

Abstract:

The Gudaga Goes to School study described the early school experiences and transition to school for a birth cohort of urban Aboriginal children living in Sydney, Australia. A life course approach identified the complex range of factors involved in transition to school for this cohort and their families. This chapter presents parent perspectives, supplemented with information from children’s teachers, to show the range of experiences of parent involvement at school. Three case studies have been developed, drawing on a series of interviews conducted between 2011 and 2015, prior to the child starting school and up to the end of Year 2. Parents reported positive school experiences and support of their child’s successful transition to school. They placed importance on relationships, communication, a welcoming environment and school support of children’s learning and school engagement. Challenges and barriers to involvement, if and how these were overcome, and areas for improvement are discussed.

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http://hdl.handle.net/10453/164355