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dc.contributor.authorFane, Jennifer
dc.contributor.authorMacDougall, Colin James
dc.contributor.authorRedmond, Gerry
dc.contributor.authorJovanovic, Jessie
dc.contributor.authorWard, Paul Russell
dc.date.accessioned2017-11-03T04:00:18Z
dc.date.available2017-11-03T04:00:18Z
dc.date.issued2016-04-29
dc.identifier.citationFane, J., MacDougall, C., Redmond, G., Jovanovic, J., & Ward, P. (2016). Young Children’s Health and Wellbeing Across the Transition to School: A Critical Interpretive Synthesis. Children Australia, 41(2), 126–140. https://doi.org/10.1017/cha.2016.4en
dc.identifier.issn1035-0772
dc.identifier.urihttp://hdl.handle.net/2328/37662
dc.descriptionThis article has been published in a revised form in Children Australia http://dx.doi.org/10.1017/cha.2016.4. This version is free to view and download for private research and study only. Not for re-distribution, re-sale or use in derivative works. © The Author(s) 2016.en
dc.description.abstractThis paper reports on the systematic search and review of the literature relating to the health and wellbeing of young children across the transition to school. It identified 56 papers (including empirical studies, reviews, commentaries, and reports) relevant to the research questions and completed an interpretive systematic review to ascertain the current state of the literature. The review employed the Critical Interpretive Synthesis (CIS) method to allow for a rigorous and systematic review of a disparate literature which stretches across several disciplines. The findings are presented in seven thematic categories: current conceptualisations of health and wellbeing, assessment and measurement, ‘school readiness’, service integration, transition actors, ‘at risk’ children, and child voice. These findings illustrate the ways in which concepts have been constructed, identified, and operationalised in early years research, practice, and policy. Moreover, it highlights that ‘what is known’ can be used to inform the review or implementation of services, practices, and partnerships that support child health and wellbeing during the transition to school.en
dc.language.isoen
dc.publisherCambridge University Pressen
dc.rightsCOPYRIGHT: © The Author(s) 2016en
dc.subjectcritical interpretive synthesisen
dc.subjectsystematic reviewen
dc.subjectearly yearsen
dc.subjecthealth and wellbeingen
dc.subjecttransition to schoolen
dc.titleYoung Children’s Health and Wellbeing Across the Transition to School: A Critical Interpretive Synthesisen
dc.typeArticleen
dc.identifier.doihttps://doi.org/10.1017/cha.2016.4en
dc.rights.holderThe Author(s)en
local.contributor.authorOrcidLookupJovanovic, Jessie: https://orcid.org/0000-0002-3489-9312en_US
local.contributor.authorOrcidLookupMacDougall, Colin James: https://orcid.org/0000-0002-1270-6823en_US
local.contributor.authorOrcidLookupRedmond, Gerry: https://orcid.org/0000-0001-6440-4416en_US
local.contributor.authorOrcidLookupWard, Paul Russell: https://orcid.org/0000-0002-5559-9714en_US


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