The paucity of research into the study of political socialisation during early childhood is indicative of the Australian community's general apathy towards politics. This paper provides an initial assessment of what is known about early political socialisation based on a review of relevant literature. Examples from a large body of anecdotes collected by a teacher working with preschool children are used to illustrate key developmental aspects and strengthen the rationale for contemporary Australian research. A new model is presented as a starting point to examine the contextual dimensions and learning processes which underpin early political socialisation.
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