Table 6: Focus group interview data linked to relational agency framework Phases Key Idea Description Examples of Evidence Foundational Building a sense of Developing a sense of what everyone reports “That's belonging to a belonging within the back is that face to face contact network network is crucial to that is so critical in that transition establishing both process. You know, the written professional and statements are great but it's that personal authentic face to face contact” (Banyan engagement. Fields Kindergarten, Workshop 1). built and sharing “Relationships resources and that whole contact with each other has opened up a new avenue for us as teachers” (Banyan Fields Primary School, Workshop 3). Phase 1 Finding out about Members of the learnt at the kindergarten, that “I each other’s network discuss and although it may not appear services discover what each structured when they are doing member is outdoor play it is a really structured time, that they are observing the children, they're finding out things about them,” (Puckapunyal Primary School, Workshop 2) found it really interesting just to “I see the school and see how they do things because it so different to childcare” (Mission Australia Early Learning, Puckapunyal). The academic pressure. It's all about curriculum and data and learning. Not really about learning but we're not getting the chance to play and enquire or go off on tangents if we want to. We have to explore families three times a year, we have to learn about how things are made and how things move” (Banyan Fields Primary School, Workshop 2). Phase 2 Engaging in a Network members was really valuable watching “It common experience engage in discussions myself back on the it was of process of reflection of their interesting, and when ** came common experiences across to me, the way she spoke relating to transition to the children and presented the practices, pedagogical book, it was pretty much exactly approaches and in the same as I would have done it particular the Learning as well” (Puckapunyal Primary and Development School, Workshop 2). Transition Statements. always wondered with these “I've whether on a preschool field officer report, which are strength based as well, there's strengths and then there's areas of concern or areas for development, whether somewhere in this there would be a space for the strengths but also the areas that
Table 6: Focus group interview data linked to relational agency framework Phases Key Idea Description Examples of Evidence Foundational Building a sense of belonging to a network Developing a sense of belonging within the network is crucial to establishing both professional and personal authentic engagement. “That's what everyone reports back is that face to face contact that is so critical in that transition process. You know, the written statements are great but it's that face to face contact” (Banyan Fields Kindergarten, Workshop 1). “Relationships built and sharing resources and that whole contact with each other has opened up a new avenue for us as teachers” (Banyan Fields Primary School, Workshop 3). Phase 1 Finding out about each other’s services Members of the network discuss and discover what each member is “I learnt at the kindergarten, that although it may not appear structured when they are doing outdoor play it is a really structured time, that they are observing the children, they're finding out things about them,” (Puckapunyal Primary School, Workshop 2) “I found it really interesting just to see the school and see how they do things because it so different to childcare” (Mission Australia Early Learning, Puckapunyal). The academic pressure. It's all about curriculum and data and learning. Not really about learning but we're not getting the chance to play and enquire or go off on tangents if we want to. We have to explore families three times a year, we have to learn about how things are made and how things move” (Banyan Fields Primary School, Workshop 2). Phase 2 Engaging in a common experience of process Network members engage in discussions of reflection of their common experiences relating to transition practices, pedagogical approaches and in particular the Learning and Development Transition Statements. “It was really valuable watching myself back on the it was interesting, and when ** came across to me, the way she spoke to the children and presented the book, it was pretty much exactly the same as I would have done it as well” (Puckapunyal Primary School, Workshop 2). “I've always wondered with these whether on a preschool field officer report, which are strength based as well, there's strengths and then there's areas of concern or areas for development, whether somewhere in this there would be a space for the strengths but also the areas that