“We Need to Keep Picturing All of the Stuff I Like!”: Three-Year-Old Children’s Perspectives of Their Kindergarten Experiences During Educational Reform

Abstract Following government’s significant investment in 3- and 4-year-old kindergarten in Victoria, Australia, the Educational and Developmental Gains in Early Childhood (EDGE) Study investigated the impact of 2 years of funded kindergarten on the early childhood education workforce, and children’s learning and development. EDGE’s Professional Practice and Learning Experiences domain documented the perspectives and experiences of teachers and leaders implementing 3-year-old kindergarten in Victoria, as well as those of children, families, and government agents involved in the program’s implementation. This study focused on exploring children’s perspectives of 3-year-old kindergarten during the early roll out in Victoria. Framed within bioecological theory, a qualitative mosaic approach was used. Data were collected from 14 3-year-old children using child perspectives journals which included an interview, drawing and narration, and photography. A content analysis was applied to the data. Children expressed their experiences in relation to play, physical environments and materials, and social relationships. Findings support conceptions that children are capable social actors in kindergarten programs, and their perspectives are key to building rich insights on 3-year-old kindergarten.