The findings on early readers, including on the role of parents and issues related to the transition to school, have clear implications for literacy practices, teachers and leaders in early childhood education settings. The most widely used definition of 'early readers' uses the criterion that the child reads before starting school or 'formal education' (Jackson, Donaldson & Cleland, 1988; Henderson, Jackson & Mukamal, 1993). An introductory section on identifying 'young proficient readers' asked whether any agencies or staff had been involved in identifying or supporting the child, whether formal assessments had been carried out and why the parent considered the child to be a young reader.
The gender of the child, where it is not clear from the completed questionnaires, was explained in a subsequent telephone call. The final question in this section asked whether parents shared or discussed with their children any material they had read. Parents were also asked to list some of the activities and games they offered their children to help them learn to read.
What are some of the most effective ways in which the school has provided for your child's learning needs?' Since the purpose of the study was to understand the school transition experience for these early readers and advocate for effective teaching, a follow-up questionnaire was designed to further explore the strategies mentioned in the original questionnaire as support for young proficient readers. An edited copy of the results of the follow-up survey is included as Appendix 1: Positive strategies reported by parents.
RESULTS
Rating of categories was on a seven-point Likert-type scale, and ranking required parents to rank the categories from most to least valued. Dates of birth were available for 43 of the 48 children identified as proficient young readers. The children's ages at the time of the survey ranged from 4 years 6 months to 8 years.
Because some families identified themselves as belonging to different cultural groups, 51 cultural identifications were made within the 44 completed questionnaires (see Table Two). One parent stated that their child “begs to go to the library.” Of those less likely to use a public library, several families stated that they visited the school library rather than the public library. Books were clearly not only in the interest of the children, but were appreciated by the whole family.
One parent described her deliberate attempt to ensure that 'their rooms and all living areas of the house (were) full of books'. Eighty-five percent of the questionnaires described children who were independent and fluent readers while in preschool. Another five-year-old fascinated his family by competently managing to read five chapter books at once, one chapter of each each night, yet still managing to retain an understanding of the individual stories.
The eight-year-old enjoyed Tolkein's The Hobbit and The Lord of the Rings. Another parent noted that 'there will always be books available in any family home that X might find himself in.' Parents also demonstrated their pedagogical knowledge in comments such as: "to show them the power of the written word" and in a statement about encouraging children to
Beliefs referenced included the developmental importance of the preschool years, the naturalness of reading and the development of reading skills, the effectiveness of positive reinforcement and modeling, reading "miles," and knowledge of what in developmental literature is the " zone' is called. of proximal development” (Papalia, Olds & Feldman, 2001). Bored, recovering from a confidence blow by her first teacher." [The teacher knocked her down 3-4 levels due to perceived comprehension errors.] "She is a divergent thinker and her answers reflected this, and she didn't bother to to remember the number of bottles Fred bought.'. While many families expressed a clear tone of overall frustration, two-thirds of families referred to at least one effective communication strategy employed by schools.
Rating and ranking feedback has been combined here to provide an indication of the strategies that are generally most appreciated.
DISCUSSION AND IMPLICATIONS
However, it is likely that parents will continue to be young readers' primary identifiers, and if teachers are to facilitate the learning process, they clearly need to be well-informed and open-minded. Recognition of children's innate abilities and aptitudes is an important aspect of the bioecological perspective of children's learning, expanding our socio-cultural understanding (Roskos, 2000). While these groups of people responded to children, parents referred to children's spontaneous reading acquisition.
In their description of 'Maxine', Fletcher-Flinn and Thompson (2000, p. 26) note that 'when she was 28 months old she suddenly began to read fluently some of the stories from the Ready to Read series and other books. However, although spontaneous learning certainly appears to be supported by multiple sources, it is not necessarily at odds with teaching. It would certainly appear that children's abilities and interests shape parents' behavior as much as parents guide their children (Henderson, Jackson & . Mukamal, 1993; Jackson & Roller, 1993).
The teachers were evident in some of the remaining nine families as well, for example the lecturer. One reflection is that although significant progress has been made in inclusive education for other pupils with special learning needs, there still seems to be little recognition that children who can already read at school are equally deserving of having their special needs included in teaching. educational experiences that the schools offer. It is worrying, for example, that despite the positive wording of the questions in the follow-up questionnaires, 29% of parents could not name any effective ways in which the school had provided for their child's learning.
However, this study suggests that the transition to school was miserable for many of the young proficient readers. This indicates that there may be a difference between the private and professional philosophies that teachers may embrace, perhaps influenced by the perceived need for each child to be accommodated within an existing social group into which they must 'fit in' or 'fit in'. The elements of these categories reflect the espoused philosophy of teaching in New Zealand, so they should be able to be evidenced in the everyday experience of classrooms.
Every year the Ministry of Education publishes documents that include the rhetoric of meeting children's needs, working with children as individuals and embracing diversity. It is important to note that although this study has opened up interesting reflections on the experiences of early readers transitioning into the school system, the results must be considered within the limitations of the study design.
ISSUES FOR EARLY CHILDHOOD EDUCATION
In particular, ways in which early childhood teachers accommodate early readers is a critical avenue that needs to be explored. These parenting views are clearly consistent with early childhood learning perspectives, which emphasize strategies that are responsive to children's individual learning potential. These strategies form the core of quality teaching and collaborative learning in early childhood.
Within an early childhood context, this would involve consideration of the environment in which the early childhood environment operates, for if. In my opinion, quality early childhood settings should actively explore different ways to provide access to support where needed through mentors, targeted resources. It may be that early childhood practices ensure responsiveness, flexibility and effective collaboration more strongly than most formal school settings.
Early childhood teachers, parents and children have philosophies that differ from schools, and perhaps the 'hidden' school curriculum of socialization and normalization is more dominant than the documented curriculum: Children learn to read (and to behave and sit quietly on a mat). and wait patiently) instead of reading to learn. Is it possible that there is a percentage of accuracy in this context; and comprehension outcomes have become more important than early childhood curriculum goals of inquiry and contribution. First, it seems essential that preschool teachers consider their role in the child's transition to school.
Critical reflection on teaching practices and authentic partnerships between home, school and early childhood were two key approaches to successful transition that many families in this study lacked. The questions of identification, support and participation in this research are broadly applicable in early childhood education. Chartered Early Childhood Services leaders and educators will work with parents/carers and Whanau to encourage and extend each child's learning and development.
Interestingly, the Ministry of Education has established some initiatives to support gifted students in schools, but continues to neglect the early childhood sector, despite mandatory CSR requirements. Teachers must continue to advocate for young learners and for the visibility of the early childhood sector.
CONCLUSION
Educators will develop and implement curriculum that helps all children grow as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a contribution to valued in society (Ministry of Education, 1998). The emphasis within DOPs is again on the individual child and on improving the individual's learning and development. As quoted in APEX (Margrain, 2001) 'The needs of young gifted and talented students are just as important as those of older students.
By recognizing the 'spaces between' rhetoric and reality, we may be able to bridge some of the gaps in teaching and improve children's learning and well-being.
Positive strategies reported by parents for support of young able readers Organisational strategies
