This paper explores memories of children in the upper years of primary school about their transition into the first year of school and the ways in which this transition impacted on their ongoing relationship with primary school. The insights shared by eleven Year four and five students (aged 10–11 years; five boys and six girls) in an Australian primary school contribute to understandings of the strategies children develop and utilise in their educational transitions (transitions capital), not only in the transition to school but also in ongoing educational transitions throughout school. The older children reflected on their younger selves related to transitions expectations, and experiences and illustrated their strategies for self-management of change, positioning them as potential resources within transition programs. Despite this, the participants reported that their expertise and experience generally were not acknowledged, and they were often not invited to contribute to transition programs involving new school entrants.

本文探讨了小学高年级儿童关于他们过渡到一年级的记忆，以及这种过渡如何影响他们与小学的持续关系。澳大利亚小学的 11 名四年级和五年级学生（10-11 岁；五名男孩和六名女孩）分享的见解有助于理解儿童在教育转型（转型资本）中发展和利用的策略，而不仅仅是在过渡到学校，但也在整个学校正在进行的教育过渡中。年龄较大的孩子反思了与过渡期望和经验相关的年轻自我，并说明了他们自我管理变革的策略，将它们定位为过渡计划中的潜在资源。尽管如此，