This literature review identifies, evaluates and synthesises academic, grey and other literature about transition to school programs for Australia’s Indigenous children. It draws on both international and Australian research. Its purpose is to provide an overview of current research about factors that support effective transitions to school by Indigenous children, and to consider the role that educational television can play in those transitions. This literature review was also prepared to inform the development of the case studies about how the first season of the television program, Little J & Big Cuz had been used in various
remote, regional and urban early childhood education settings. It builds on other literature reviews concerning Indigenous children’s transitions to school prepared in the past decade.
Aboriginal and Torres Strait Islander peoples experience education trajectories that differ from those of non-Indigenous Australians. Aboriginal and Torres Strait Islander peoples are a heterogeneous group with diverse cultural and social values, norms, practices and expectations. Efforts to improve the educational opportunities and outcomes of Indigenous Australians have faced degrees of difficulty often not seen in non-Indigenous communities. Against this backdrop, quality early childhood education is considered to be a foundational key to improving the future educational outcomes for Indigenous children.
Over the past decade, Indigenous early childhood education has become an increasingly important policy priority. Australian governments have demonstrated their commitment to ensuring better access to early childhood education for all four-year-old Indigenous children, including those from remote communities. The Closing the Gap initiative was introduced in 2008, and in recent times the enrolments of Indigenous children in early childhood education have improved. In 2017, approximately 17?455 Aboriginal and Torres Strait Islander children were enrolled in early childhood education, which was an increase of 7.2 per cent from 2016. The 2018 Closing the Gap report shows that attendance in Indigenous children’s early childhood programs is on track to meet its targets by 2025, in all states and territories except the Northern Territory.
SOURCE: Kathryn Moyle. “Indigenous Early Childhood Education, School Readiness and Transition Programs into Primary School.” ACER, 2019.
Produced by the librarians at the Brotherhood of St Laurence in Melbourne, Australia