THE INTEGRATION OF MINDSET THEORY into classrooms can assist children in optimising academic achievement, increasing their agency for learning. The development of a growth mindset allows children to exercise autonomy over their learning, helping them to develop positive lifelong learning habits for the twenty-first century. This paper explores early childhood teachers’ perspectives of mindset and the role of a growth mindset in developing children's agency for learning. Despite increasing research in this field, little is known about the perspectives that early childhood teachers have of mindset. This paper reports on the data from a study that describes teachers’ perspectives towards fostering a growth mindset in children in the early years of school. Ninety-five Western Australian early childhood teachers from Kindergarten to Year 2 completed a survey that examined their perspectives of growth mindset. The analysis revealed competing knowledge about what teachers believe about mindset, and their ability to implement it. The information shared by teachers has implications for quality learning and teaching in the early years.

Reflective practice plays a significant role in effective teaching. However, for pre-service teachers (PSTs), it can be a difficult process to not only think reflectively but to understand its importance in their teaching practice. This research focused on the development of a framework for written reflective practice embedded within professional experience (PEx) units. In tutorials, PSTs were provided with video technology to film themselves performing teaching tasks. A reflective framework provided a structure to assist in reflecting on the teaching task. Dialogical teaching and coaching by tutors as well as peer discussion scaffolded the reflective process. At the end of the semester, PSTs and tutors were invited to complete a survey on the reflective processes they had used. This paper focuses on the development of the reflective framework and the feedback received on the use of the framework as a reflective tool. The findings reveal that the PSTs and most tutors found the format useful in structuring reflective practice. The framework and its repeated use over time has potential to build professional knowledge and skills and sustain ongoing reflective practice into the PSTs professional careers.

An increased focus on research with rather than on or of participants provides challenges with the implementation of such research with children. This extends to participatory practices in which co-design is implemented towards developing a technology-based product or solving a problem particularly in the domain of health literacy. This systematic scoping review aimed to examine the practices of co-design with children to inform an interdisciplinary research team as they embarked on the development of a digital health literacy tool for young learners. While there were limited sources identified in the review (n = 11), it was ascertained the process of co-design is not clearly understood by all, and most research described implementation with older children or youth. A range of methods for co-design were identified, and the importance of an interdisciplinary approach was highlighted. Based on these findings, recommendations are made for successful co-design with young children towards digital products or solutions to problems that can be applied in health and other fields.

Children's funds of knowledge (FoK) were recognised in the initial iteration of the Australian Early Years Learning Framework (EYLF) in 2009, the mandated framework for educator decision‐making, and their significance was further emphasised in EYLF 2.0 in 2022. However, a unified understanding of children as knowledgeable individuals and how to effectively incorporate their diverse knowledges into early childhood education is still evolving. Recent evidence highlights the link between engaging with children's FoK and supporting successful transitions to formal schooling. Given that childhood is experienced differently across cultures and contexts, achieving consensus on the nature and value of FoK remains a challenge. A scoping review was conducted to address gaps in understanding the role of FoK in pedagogical design and its impact on school transitions. The review analysed 34 peer‐reviewed articles that contributed to an understanding of transitions in early childhood education [ECE] meeting specific criteria: focused on preschool to school transition (children aged 4–6), published between 2010 and 2024 in English, and full text availability. The findings highlighted diverse interpretations of FoK and its significance for both children and educators. A key gap in the literature was identified concerning the role of FoK in school transitions. The review urges further research into the pedagogical implications of acknowledging the depth and diversity of FoK and recommends that early childhood policies more effectively communicate its importance. Context and implications: Rationale for this study: This study addresses gaps in understanding how children's funds of knowledge (FoK) impact school transitions. By analysing 34 peer‐reviewed articles, the evolving nature of transitions and the significance of integrating FoK into education were revealed, offering insights into inclusive, culturally responsive transition strategies for young children. Why the new findings matter: This review is relevant to early childhood educators, researchers and policy‐makers. It emphasises the need for research on teacher beliefs, knowledge, and practices regarding FoK in school transitions. A strengths‐based approach, cultural responsiveness, and consistency across educational settings were found to be impactful, urging educators to incorporate families' expertise and children's perspectives into the curriculum. Implications for researchers and educational institutions: Further research is needed to explore methods for integrating FoK into early learning, and ensuring effective transitions, particularly for diverse populations, to promote equitable and culturally responsive education, and positive outcomes for all children.