This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.
M. Atkinson , P. Doherty , & K. Kinder (2005). Multi-agency working: Models, challenges, and key factors for success. Journal of Early Childhood Research, 3 (1), 7–17. doi: 10.1177/1476718X05051344.
R. Campbell , P. Pound , C. Pope , N. Britten , R. Pill , M. Morgan , & J. Donovan (2003). Evaluating meta-ethnography: A synthesis of qualitative research on lay experiences of diabetes and diabetes care. Social Science & Medicine, 56 (4), 671–684. doi: 10.1016/s0277-9536(02)00064-3.
A. Clark (2005). Listening to and involving young children: A review of research and practice. Early Child Development and Care, 175 (6), 489–505. doi: 10.1080/03004430500131288.
A. Clark (2011). Breaking methodological boundaries? Exploring visual, participatory methods with adults and young children. European Early Childhood Education Research Journal, 19 (3), 321–330. doi: 10.1080/1350293x.2011.597964.
P. Clark , & E. Zygmut-Fillwalk (2008). Ensuring schools readiness through a successful transition to kindergarten: The Indiana schools ready initiative. Childhood Education, 84 (5), 287.
G. Cleveland , & S. Colley (2013). Integration of child care and education in Canada: A comparison with Sweden, New Zealand, England and Wales. International Journal of Early Childhood, 45, 167–189. doi: 10.1007/s13158-013-0088-z.
C. Corter , S. Patel , J. Pelletier , & J. Bertrand (2008). The early development instrument as an evaluation and improvement tool for school-based, integrated services for young children and parents: The Toronto first duty project. Early Education and Development, 19 (5), 773–794. doi: 10.1080/10409280801911888.
A.A. Crowley (2001). Child care health consultation: An ecological model. Journal of the Society of Pediatric Nurses, 6 (4), 170–181.
S. Danby , & A. Farrell (2004). Accounting for young children's competence in educational research: New perspectives on research ethics. The Australian Educational Researcher, 31 (3), 35–49.
S.A. Denham (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17 (1), 57–89.
M. Dixon-Woods , D. Cavers , S. Agarwal , E. Annandale , A. Arthur , J. Harvey , . . . A.J. Sutton (2006). Conducting a critical interpretive synthesis of the literature on access to healthcare by vulnerable groups. BMC Medical Research Methodology, 6 (35), 1–13. doi: 10.1186/1471-2288-6-35.
M. Dixon-Woods , A. Sutton , R. Shaw , T. Miller , J. Smith , B. Young , . . . D. Jones (2007). Appraising qualitative research for inclusion in systematic reviews: A quantitative and qualitative comparison of three methods. Journal of Health Services Research & Policy, 12 (1), 42–47.
S. Dockett , T. Mason , & B. Perry (2006). Successful transition to school for Australian Aboriginal children. Childhood Education, 82 (3), 139–144.
F. Earls , & M. Carlson (2001). The social ecology of child health and well-being. Annual Review of Public Health, 22 (1), 143–166.
J. Einarsdottir , B. Perry , & S. Dockett (2008). Transition to school practices: Comparisons from Iceland and Australia. Early Years: An International Research Journal, 28 (1), 47–60.
T. Fattore , J. Mason , & E. Watson (2008). When children are asked about their well-being: Towards a framework for guiding policy. Child Indicators Research, 2 (1), 57–77. doi: 10.1007/s12187-008-9025-3.
S. Goldfeld , M. O'Connor , M. Sayers , T. Moore , & F. Oberklaid (2012). Prevalence and correlates of special health care needs in a population cohort of Australian children at school entry. Journal of Developmental & Behavioural Pediatrics, 33 (4), 319–327. doi: 10.1097/DBP.0b013e31824a7b8e.
S. Goldfeld , M. Sayers , S. Brinkman , S. Silburn , & F. Oberklaid (2009). The process and policy challenges of adapting and implementing the early development instrument in Australia. Early Education and Development, 20 (6), 978–991. doi: 10.1080/10409280903375800.
M. Guhn , M. Janus , & C. Hertzman (2007). The early development instrument: Translating school readiness assessment into community actions and policy planning. Early Education and Development, 18 (3), 369–374. doi: 10.1080/10409280701610622.
M. Guhn , B.D. Zumbo , M. Janus , & C. Hertzman (2001). Validation theory and research for a population-level measure of children's development, wellbeing, and school readiness. Social Indicators Research, 103, 183–191. doi: 10.1007/s11205-011-9841-6.
E. Hair , T. Halle , E. Terry-Humen , B. Lavelle , & J. Calkins (2006). Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21, 431–454.
S. Hymel , L. LeMare , & W. McKee (2011). The early development instrument: An examination of convergent and discriminant validity. Social Indicators Research, 103, 267–282. doi: 10.1007/s11205-011-9845-2.
S. Irvine , & A Farrell . (2013). Are we there yet? Early years reform in Queensland: stakeholder perspectives on the introduction of funded preschool programs in long day care services. International Journal of Early Childhood, 45 (2), 221–236.
M. Janus , S. Brinkman , & E.K. Duku (2011). Validity and psychometric properties of the early development instrument in Canada, Australia, United States, and Jamaica. Social Indicators Research, 103, 283–297.
M. Janus , J. Lefort , R. Cameron , & L. Kopechanski (2007). Starting kindergarten: Transition issues for children with special needs. Canadian Journal of Education, 30 (3), 628–648.
M. Janus , & D.R. Offord (2007). Development and psychometric properties of the early development instrument (EDI): A measure of children's school readiness. Canadian Journal of Behavioural Science, 39 (1), 1–22.
N. Jones , & A. Sumner (2009). Does mixed methods research matter to understanding childhood well-being? Social Indicators Research, 90, 33–50. doi: 10.1007/s11205-008-9311-y.
A. Kaehne , & C. Catherall (2013). User involvement in service integration and carers' views of co-locating children's services. Journal of Health and Organization and Management, 27 (5), 601–617.
K.M. La Paro , M. Kraft-Sayre , & R.C. Pianta (2003). Preschool to kindergarten transition activities: Involvement and satisfaction of families and teachers. Journal of Research in Childhood Education, 17 (2), 147–158.
L. Lipponen , A. Rajala , J. Hilppö , & M. Paananen (2015). Exploring the foundations of visual methods used in research with children. European Early Childhood Education Research Journal, 1–11. doi: 10.1080/1350293x.2015. 1062663.
L.L. McIntyre , T.L. Eckert , B.H. Fiese , F.D. DiGennaro , & L.K. Wildenger (2007). Transition to kindergarten: Family experiences and involvement. Early Childhood Education Journal, 35 (1), 83–88. doi: 10.1007/s10643-007-0175-6.
S. Nichols , & S. Jurvansuu (2008). Partnership in integrated early childhood services: An analysis of policy framings in education and human services. Contemporary Issues in Early Childhood, 9 (2), 117–130.
C. Pascal , & T. Bertram (2009). Listening to young citizens: The struggle to make real a participatory paradigm in research with young children. European Early Childhood Education Research Journal, 17 (2), 249–262. doi: 10.1080/13502930902951486.
A. Prout (2011). Taking a step away from modernity: Reconsidering the new sociology of childhood. Global Studies of Childhood, 1 (1), 4. doi: 10.2304/gsch.2011.1.1.4.
S.E. Rimm-Kaufman , & R.C. Pianta (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21 (5), 491–511.
S.E. Rimm-Kaufman , & R.C. Pianta (2010). Family-school communication in preschool and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16 (3), 287–316.
M. Sayers , M. Coutts , S. Goldfeld , F. Oberklaid , S. Brinkman , & S. Silburn (2007). Building better communities for children: Community implementation and evaluation of the Australian early development index. Early Education and Development, 18 (3), 519–534.
S.J. Tracy (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative inquiry, 16 (10), 837–851.
L.K. Wildenger , & L.L. McIntyre (2012). Investigating the relation between kindergarten preparation and child socio-behavioural school outcomes. Early Childhood Education Journal, 40, 169–176. doi: 10.1007/s10643-012-0509-x.
L.K. Wildenger , L.L. McIntrye , B.H. Fiese , & T.L. Eckert (2008). Children's daily routines during kindergarten transition. Early Childhood Education Journal, 36, 69–74.