For Aboriginal and Torres Strait Islander Jarjums (children), the cultural and world views they bring from their home life can be very different to those in school, creating an additional layer of adjustments in the Early Years pathway. We describe an Early Years Transitions Framework that demonstrates how changing transition from a process to move Jarjums as quickly as possible into a Western system to one that acknowledges the beliefs and cultural artefacts Jarjums bring to the Early Years space builds smoother transitions. The Framework is underlain by a mesh of High-Expectations Relationships, which moves the educator from the position of ‘knowledge holder’ to one of deep listening to understand the cultural needs and aspirations of families. By bringing these different world views together and building relationships across the Early Years sectors, educators can create a third cultural space where transition becomes a process of interwoven spaces and incremental learning.

对于原住民和托雷斯海峡岛民 Jarjums（儿童）来说，他们从家庭生活中带来的文化和世界观可能与学校里的有很大不同，从而为早年课程增加了一层调整。我们描述了一个 Early Years Transitions Framework，该框架展示了如何将 Jarjums 尽快转移到西方系统的过程转变为一个承认 Jarjums 为早年空间带来的信仰和文化手工艺品的过渡，从而建立更平稳的过渡。该框架以高期望关系网为基础，这使教育者从“知识持有者”的位置转变为深入倾听以了解家庭的文化需求和愿望的人。