Preparatory teachers’ perceptions of school readiness: a survey of Victorian teachers

Serry, Tanya; Imms, Christine; Froude, Elspeth; Joffe, Beverly; Heine, Chyrisse; Merrigan, C

doi:10.1007/s13384-013-0126-8

Cited by 19 publications

(11 citation statements)

References 12 publications

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“…The late entry trend is supported by the majority of early childhood and other teachers who espouse the ‘hold them back’ view (Mergler, 2016; Serry et al, 2014; Wellisch, 2019). Early childhood teachers may be swayed by school teacher anecdotes about poor outcomes for neurotypical children whose parents enrolled them at the earliest opportunity to avoid paying high child care fees (Koshy and Robinson, 2006) as well as by recent research outcomes.…”

Section: Early Entry To Schoolmentioning

confidence: 99%

Parenting with eyes wide open: Young gifted children, early entry and social isolation

Wellisch¹

2020

Gifted Education International

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This case study outlines the challenges of eight Australian mothers with intellectually gifted preschoolers. The ideal ways of nurturing children’s giftedness, the parents’ role in early identification and the effect of maternal depression and possible association with twice exceptionality (gifted with a disorder) are discussed. The narratives of case study parents then describe how and whether the needs of their preschoolers were understood or met in early childhood services, and the advice they received about early entry. It was found that early entry met the needs of children whose parents chose this acceleration option and that the preschoolers who missed out because of intervention by their educators did not fare so well. Findings also indicated an urgent need for the inclusion of compulsory early childhood giftedness courses for Australian pre-service educators and an equally urgent need for professional development courses about giftedness for educators already working in early childhood services.

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Section: Early Entry To Schoolmentioning

confidence: 99%

Parenting with eyes wide open: Young gifted children, early entry and social isolation

Wellisch¹

2020

Gifted Education International

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“…'Transition-to-school' programs are a known factor in increasing the likelihood that young children will successfully transition from preschool to the first year of school (DEECD, 2009;DEECD & VCAA, 2011;Dockett & Perry, 2014). Research shows that these programs are most beneficial when they take place prior to school commencement and during the actual transition phase (Margetts, 1999;Serry et al, 2014). Typical approaches include preschool children visiting the target school, reduced hours of school attendance for children during the first term of school, the establishment of buddy-systems between transitioning children and children already attending school, and meetings between parents and Foundation teachers prior to school commencement.…”

Section: Review Of the Literaturementioning

confidence: 99%

A Cooperative Pedagogical Program Linking Preschool and Foundation Teachers: A Pilot Study

Dunham

Skouteris

Nolan

et al. 2016

Australasian Journal of Early Childhood

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THE TRANSITION TO FORMAL schooling is a significant milestone for young children and their families. Congruence between an early childhood setting and school experience is known to impact on children's positive start to school. Despite policy efforts at the Victorian state level, preschool educators and Foundation teachers do not have a strong understanding of the curriculum, pedagogical and assessment practices used in the alternate setting. This paper reports on the ‘Alliance Project’ that sought to support preschool educators and Foundation teachers to work cooperatively to better understand each other's practices. Drawing from sociocultural theory, the Alliance Project employed an interventionist methodology to work with preschool educator and Foundation teacher pairings on a joint planning initiative. Participants on the Alliance Project gained increased familiarity with the alternate setting's curriculum, pedagogy and assessment practices, and an increased capacity to work cooperatively across both settings to address the needs of transitioning children.

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“…School readiness is a term that has historically been construed to mean the point at which individual children are academically and socio-emotionally ready to commence school; however, decisions about readiness for school are often made based on a child's chronological age (Serry et al, 2014). In Australia, a child is considered to be ready for formal schooling around the age of five years, although legally, is not required to start school until six years of age.…”

Section: Introductionmentioning

confidence: 99%

‘This is Possibly the Hardest Decision a Parent has to Make.’ Deciding when your Child is Ready to Start Prep

Mergler

Walker

2017

Australasian Journal of Early Childhood

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WHILE THE MAJORITY OF Queensland state school students begin schooling in the first year they are eligible to do so, a small number of families delay entry. This paper explores voluntary delayed entry to state schools in Queensland through analysis of quantitative data gathered by the Department of Education and Training, and parental decision making around delayed entry via qualitative data sourced from an Australian parenting website. Results revealed that the number of children who are delayed entry is increasing, and that the majority of students delayed are boys who are the youngest in their cohort. A key reason for parents choosing to delay is the child's birth date being close to the state's cut-off entry date. Importantly, the decision of whether to delay entry appears to be emotional for parents, and it is argued that parents require support and services to help them make this decision.

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Preparatory teachers’ perceptions of school readiness: a survey of Victorian teachers

Cited by 19 publications

References 12 publications

Parenting with eyes wide open: Young gifted children, early entry and social isolation

Parenting with eyes wide open: Young gifted children, early entry and social isolation

A Cooperative Pedagogical Program Linking Preschool and Foundation Teachers: A Pilot Study

‘This is Possibly the Hardest Decision a Parent has to Make.’ Deciding when your Child is Ready to Start Prep

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