THE RESEARCH EVIDENCE THAT underpins the school readiness of Indigenous Australian children is reviewed in this article, followed by identification of issues requiring research attention. Two key questions are considered:
1. How is school readiness defined and how applicable are definitions to Indigenous contexts?
2. What methods of school readiness assessment are applied to Indigenous children and are the tools appropriate or effective?
General definitions of school readiness are outlined. An ecological view defines school readiness as ready services, schools, communities and families. This view is scrutinised in detail to consider whether services, schools and communities are ready to promote Indigenous children's education. Extended families are pivotal social constructions in many Indigenous contexts. The extent to which this is recognised in the ecological view of school readiness is assessed. Thereafter, the methods of assessing children's school readiness are reviewed, highlighting the shortfall in techniques specifically designed and validated for Indigenous Australians and the variable applicability of the techniques currently in use.
Get full access to this article
View all access options for this article.
References
1.
AdamsI. (1998). The Educational Plight of Indigenous Australian Students. Unicorn, 24(1), 5–15.
2.
ArnoldC., BartlettK., GowaniS., & MeraliR. (2007). Is everybody ready? Readiness, transition and continuity: reflections and moving forward. Working Paper, 41. The Hague, Netherlands: Bernard van Leer Foundation.
3.
ARACY (Australian Research Alliance for Children & Youth) (2007). ARACY Topical Paper: School Readiness.West Perth, WA: ARACY.
4.
BiddleN. (2007). Indigenous Australians and Preschool Education. Australian Journal of Early Childhood, 32, 9–16.
BolgerA. (1991). Aboriginal Women and Violence.Darwin: Australian National University, North Australian Research Unit.
7.
BriggsF., & PotterG. (1999). The Early Years of School: Teaching and Learning.Melbourne: Longman.
8.
BronfenbrennerU. (1999). Environments on developmental perspective: Theoretical and operational models. In FriedmanS. L. & WachsT. D. (Eds), Measuring Environment across the Life Span: Emerging Methods and Concepts.Washington DC: American Psychology Association.
9.
BurgessS. (2005). The Preschool Home Literacy Environment Provided by Teenage Mothers. Early Child Development and Care, 175(3), 249–58.
10.
Cape York Institute (2007). Improving Literacy in Cape York: Discussion Paper. Cairns, QLD: Cape York Institute.
11.
CCCH (Centre for Community Child Health) (2007). A Study to Examine the Feasibility of Developing a National Tool to Assess Child Health and Development during the Childhood Period 18 Months to 3 Years of Age.Victoria: Department of Human Services.
ClancyS., & SimpsonL. (2002). Literacy learning for Indigenous students: Setting a research agenda. Australian Journal of Language and Literacy, 25(2), 47–64.
14.
DalyA., & SmithD. (2005). Indicators of the risk to the wellbeing of Australian Indigenous children. Australian Review of Public Affairs, 6(1), 39–57.
15.
DEA (Department of Education and the Arts) (2005). Bound for Success: Cape York and Torres Strait Education Discussion Paper. Queensland: Department of Education and the Arts.
16.
DEST (Department of Education, Science and Training) (2005a). Teaching Reading: Literature Review.Canberra: Department of Education, Science and Training.
17.
DEST (2005b). Report of the National Enquiry into Teaching and Literacy.Canberra: Department of Education, Science and Training.
18.
DevittJ., HallG., & TseyK. (2001). An introduction to the social determinants of health in relation to the Northern Territory Indigenous population.Casuarina, NT: Cooperative Research Centre for Aboriginal and Tropical Health.
19.
DockettS., MasonT., & PerryB. (2006). Successful Transition to School for Australian Aboriginal Children. Childhood Education, 82(3), 139–144.
20.
DockettS., & PerryB. (2002). Who's Ready for What? Young Children Starting School. Contemporary Issues in Early Childhood, 3(1), 67–89.
21.
DockettS., PerryB., MasonT., SimpsonT., HowardP., WhittonD., GilbertS., PearceS., SanagavarapuP., SkattebolJ., & WoodrowC. (2008). Successful transition programs from prior-to-school to school for Aboriginal and Torres Strait Islander children: Final report submitted to the Project Reference Group. Carlton South, Victoria: Ministerial Council on Education, Employment and Youth Affairs
22.
ElliottA. (2006). Early childhood education: pathways to quality and equity for all children. Camberwell, Victoria: Australian Council of Education Research.
23.
FaCS (Department of Family and Community Services) (2002). Warrki Jarrinjaku Jintangkamanu Purananjaku – ‘Working Together Everyone and Listening’ – Aboriginal Child Rearing and Associated Research: A review of the literature.Canberra: Department of Family and Community Services.
24.
FaCSIA (Department of Families, Community Services and Indigenous Affairs) (2006). Occasional Paper No 17: Growing up in the Torres Strait region: A report from the Footprints in Time trials.Canberra: Department of Families, Community Services and Indigenous Affairs.
FreebodyP. (2007). Literacy education in school: Research perspectives from the past, for the future. Camberwell, Victoria: Australian Council for Educational Research.
27.
FrigoT., & AdamsI. (2002). Diversity and Learning in the Early Years of School. Annual Conference of the Australian Association for Research in Education.Brisbane: Australian Association for Research in Education.
28.
FrigoT., CorriganM., AdamsI., HughesP., StephensM., & WoodsD. (2004). Supporting English literacy and numeracy learning for Indigenous students in the early years.Camberwell, Victoria: Australian Council for Educational Research.
29.
GoodmanR. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire (SDQ). Journal of the American Academy of Child and Adolescent Psychiatry, 40, 1337–1345.
30.
GoodmanR., MeltzerH., & BaileyV. (1998). The Strengths and Difficulties Questionnaire: a pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry, 7, 125–130.
31.
HanlenW. (2007). Indigenous literacies: moving from social construction. In MakinL., Jones DiazC. & McLachlanC. (Eds), Literacies in Childhood: Changing views, challenging practice (2nd edn). Marrickville, NSW: Elsevier.
32.
HillS., ComberB., LoudenW., RivallandJ., & ReidJ. (1998). 100 Children go to School.Canberra: Department of Employment, Education, Training and Youth Affairs.
33.
HillS., ComberB., LoudenW., RivallandJ., & ReidJ. (2002). 100 Children Turn 10: A Longitudinal Study of Literacy Development from the Year Prior to School to the First Four Years of School.Canberra: Department of Education, Science and Training.
34.
HillS., & LoudenW. (1999). Literacy Development in the First Year of Schooling.Adelaide: Australian Council for Educational Research Conference.
35.
HomelR., FreibergK., LambK. C., LeechM., CarrA., HampshireA., HayI. A., EliasG.ManningM., TeagueR., & BatchelorS. (2006). Pathways to prevention: the first five years 1999–2004.Queensland: Griffith University.
36.
JanusM., & OffordD. R. (2007). Development and psychometric properties of the Early Development Instrument (EDI): A measure of children's school readiness. Canadian Journal of Behavioural Science, 39(2), 71–75.
37.
KaganS. L., & RigbyE. (2003). Improving the Readiness of Children for School: Recommendations for State Policy. Policy Matters: Setting and Measuring Benchmarks for State Policy.Washington DC: Center for the Study of Social Policy.
38.
LiS. Q., GuthridgeS. L., Tursan D'espaignetE., & PatersonB. A. (2006). From infancy to young adulthood: health status in the Northern Territory 2006.Darwin: Department of Health and Community Services.
39.
LoseyK. M. (1995). Mexican American Students and classroom interactions: An overview and critique. Review of Educational Research, 65, 283–318.
40.
MarksA. K. & Garcia-CollC. (2007). Psychological and Demographic Correlates of Early Academic Skill Development Among American Indian and Alaska Native Youth: A Growth Modeling Study. Developmental Psychology, 43(3), 663–674.
41.
MarksE. L., MoyerM. K., RocheM., & GrahamE. T. (2003). A summary of research and publications on early childhood for American Indian and Alaska Native children.Washington: U.S. Department of Health and Human Services.
42.
MartinK. (2007). ‘Here we go ‘round the broombie tree’. Aboriginal early childhood realities and experiences in early childhood services. AilwoodJ. (Ed), Early Childhood in Australia: historical and comparative contexts. Frenchs Forest, NSW: Pearson Education Australia.
43.
McGarrigleJ., & NelsonA. (2006). Evaluating a school skills programme for Australian Indigenous children: A pilot study. Occupational Therapy International, 13(1), 1–20.
44.
McRaeD., AinsworthG., CummingJ., HughesP., MackayT., PriceK., RowlandM., WarhurstJ., WoodsD., & ZbarV. (2000). What Works: Explorations in improving outcomes for Indigenous students.Canberra: Australian Curriculum Studies Association.
45.
McTurkN., NuttonG., LeaT., RobinsonG., & CarapetisJ. (2008). The School Readiness of Australian Indigenous Children: A Review of the Literature.Darwin: Charles Darwin University and Menzies School of Health Research. Retrieved 19 September, 2010 from www.cdu.edu.au/sspr/documents/schoolreadiness.pdf.
46.
MeiselsS. J. (1988). Uses and Abuses of Developmental Screening and School Readiness Testing. In BauchJ. P. (Ed), Early Childhood Education in the Schools.Washington D C: National Education Association.
47.
MeiselsS. J. (1999). Assessing Readiness. In PiantaR. C. & CoxM. (Eds), The Transition to Kindergarten.Baltimore: Paul Brookes.
48.
NAEYC (National Association for the Education of Young Children) (2005). Screening and Assessment of Young English-Language Learners.Washington, DC: National Association of Early Childhood Specialists in State Departments of Education.
49.
NSW Commission for Children and Young People & Commission for Children and Young People (QLD). (2004). A head start for Australia: an early years framework. Surry Hills, NSW: NSW Commission for Children and Young People.
50.
NTDE (Northern Territory Department of Education) (1999). Learning Lessons: An Independent Inquiry into Aboriginal Education in the Northern Territory.Darwin: Northern Territory Department of Education.
51.
NTDHCS (Northern Territory Department of Health and Community Services) (2004). Aboriginal health and families: a five year framework for action.Darwin: Department of Health and Community Services, Northern Territory Government.
52.
PurdieN., TripconyP., Boulton-LewisG., FanshaweJ., & GunstoneA. (2000). Positive Self-Identity for Indigenous Students and its Relationship to School Outcomes.Canberra: Department of Education Training and Youth Affairs.
53.
ReidK., LittlefieldL., & HammondS. W. (2008). Early intervention for preschoolers with behaviour problems: Preliminary findings for the Exploring Together Preschool Program. Australian e-Journal for the Advancement of Mental Health, 7, 1–15.
54.
Rhode Island Kids Count (2005). Getting Ready: Findings from the National School Readiness Indicators Initiative. A 17 State Partnership. Providence, Rhode Island: The David and Lucile Packard Foundation, the Kauffman Foundation and the Ford Foundation.
55.
RobinsonG. (2005). Anthropology, Explanation and Intervention: Risk and Resilience in a Parent- and Child-Focused Program. Anthropological Forum, 15.
56.
RobinsonG., & TylerB. (2006). Ngaripirliga'ajirri–An early intervention program on the Tiwi Islands: Final Evaluation Report.Casuarina, NT: School for Social and Policy Research, Charles Darwin University.
57.
RobinsonG., ZubrickS. R., SilburnS., JonesY., CubilloC., D'ApranoA., McGuinnessK., BellM., WilkinsT., & StockC. (2009). Let's Start: Exploring Together for Indigenous Schools and Preschools. Final Evaluation Report.Darwin: School for Social and Policy Research, Charles Darwin University.
58.
RockD. A., & StennerA. J. (2005). Assessment issues in the testing of children at school entry. Future Child, 15(1), 15–34.
59.
SandersM.R. (2003). Triple P–Positive Parenting Program: A population approach to promoting competent parenting. Australian e-Journal for the Advancement of Mental Health, 2(3).
60.
SmithD., Wunu\MurraP., BamundurruwuyD., NyombaH., NalpinyaL., EdmondK., & RubenA. (2002). Community action to promote child growth in Gapuwiyak: final report on a participatory action research project.Casuarina, NT: Cooperative Research Centre for Aboriginal Health.
61.
SNAICC (Secretariat of National Aboriginal and Islander Child Care) (2004a). Indigenous Parenting Project.North Fitzroy, Vic: Secretariat of National Aboriginal and Islander Child Care.
62.
SNAICC (2004b). Research Priorities for Indigenous Children and Youth.North Fitzroy, Vic: Secretariat of National Aboriginal and Islander Child Care.
63.
TomisonA. M. (2004). Current issues in child protection policy and practice: Informing the NT Department of Health and Community Services child protection review. Department of Health and Community Services, Northern Territory Government.
64.
ThorpeK., TaylerC., BridgstockR., GrieshaberS., SkoienP., DanbyS., & PetriwskyjA. (2005). Preparing for School: Report of the Queensland Preparing for School Trials 2003/4.Brisbane: School of Early Childhood, QUT.
65.
TurnerK. M. T., RichardsM. & SandersM. R. (2007). Randomised clinical trial of a group parent education programme for Australian Indigenous families. Journal of Paediatrics and Child Health, 43(6), 429–37.
66.
WallerR. F. (1994). Learning in Early Childhood Education – In Action–Continuity and Transition.Adelaide, SA: Education Department of South Australia.
67.
Webster-StrattonC., & ReidM. J. (2004). Strengthening Social and Emotional Competence in Young Children–The Foundation for Early School Readiness and Success: Incredible Years Classroom Social Skills and Problem-Solving Curriculum. Infants and Young Children, 17(2), 96–113.
68.
WildR., & AndersonP. (2007). Ampe Akelyernemane Meke Mekarle “Little Children are Sacred” Report of the Northern Territory Board of Inquiry into the Protection of Aboriginal Children from Sexual Abuse. Darwin: Northern Territory Government.
69.
WrightC., DienerM., & KayS. C. (2000). School readiness of low-income children at risk for school failure. Journal of Children & Poverty, 6(2), 99–117.
70.
ZubrickS., LawrenceD., SilburnS., BlairE., MilroyH., WilkesT., EadesS., D'antoineH., ReadA., IshiguchiP., & DoyleS. (2004). The Western Australian Aboriginal Child Health Survey.Perth: Telethon Institute for Child Health Research.
