Exploring the understanding and practice of school readiness and transition to school in the Yogyakarta Province in Indonesia

This thesis explored the understandings and practices of school readiness and transition to school in Yogyakarta province in Indonesia. It documented the perspectives of teachers, children, parents, and local policy makers on school readiness and transition practices. The findings indicated that there were no formalised transition programs to support children’s transition to school thus, most children expressed negative feelings toward going to school. This discontinuity between education in kindergartens and elementary schools contributes to a vibrant conversation in the education of children about the challenging nature of school readiness and transition to school in the Indonesian cultural context.