Taking a strength-based approach and incorporating Indigenous ways of Knowing, Being and Doing provides the opportunity to think differently about Early Years transition and creates a rock-solid foundation for our Aboriginal and Torres Strait Islander Jarjums in the Early Years.
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We know that across the educational sector, quality relationships equal quality teaching. In the Early Years, this is especially important when our Aboriginal and Torres Strait Islander Jarjums are navigating a third cultural space. If we don’t build these relationships, we end up with confusing situations where Jarjums have to re-navigate every year because the educator turns momentum on its head and wants to start again.
In this paper, lead author Ms Fiona Bobongie, joined by Ms Cathy Jackson, describes a framework for transitions in the Early Years to support smooth transitions across the sector. The differences in approach are subtle, but the results are significant. The learning space becomes one where Jarjums can be themselves, have a sense of belonging and have the strength to become the great learners they want to be. In this way, the transition program creates a rock-solid foundation for our Aboriginal and Torres Strait Islander Jarjums in the Early Years.
Bobongie, F. & Jackson, C. (2021). Understanding cultural artefacts to ensure seamless transitions in the Early Years. Australasian Journal of Early Childhood, 47(1), 62-73
