Children’s perceptions of the skills needed to ‘fit in’ when starting school
Hanniffy, Máire Millar, Michelle
Hanniffy, Máire
Millar, Michelle
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Publication Date
2019
Type
Article
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Citation
Hanniffy, Máire, & Millar, Michelle. (2018/2019). Children’s perceptions of the skills needed to ‘fit in’ when starting school. International Journal of Transitions in Childhood, 11, 3-14.
Abstract
Children from low socioeconomic backgrounds are at an increased risk of experiencing lower levels of school readiness. Ready children are children who can navigate both the social and academic tasks and challenges of school (Brostrom, 2003). This paper focuses on children¿s transition to school in low socioeconomic areas. Qualitative findings from 88 children who took part in the research using the `Draw and Tell¿ technique (Driessnack, 2005) are explored. The children in this research identified the use of social, emotional and language skills to make friends, and to engage with educators and learning opportunities. In addition to highlighting these skills, the children explained the importance of being physically independent in the school environment. The children¿s perspectives in low socioeconomic complement existing research, and the insider perspective provided by the children furthers understandings of `Ready Children¿
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Publisher
Melbourne Graduate School of Education
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Rights
CC BY-NC-ND 3.0 IE