ABSTRACT
This chapter recognises the competence of children, the diversity of children’s experiences, and expectations and their rights to be consulted about issues that affect them. It describes various methods of eliciting children’s perspectives in the evaluation of transition to school programs, including the perspectives of prior-to-school, first-year-of-school, and older children. Issues of analysis of data generated by children – such as who analyses these and how – as well as the potential impact of these data are explored. Ethical considerations, such as informed consent and confidentiality, are presented as integral aspects of evaluation processes.
