How is a child's learning and development context (LDC) reorganized as a complex dynamic system? A case study of three Chinese Australian children's transition to school

While a child's context is conceptually recognized as a complex dynamic whole, it is often researched as an external variable or mechanical system in existing empirical studies. To address this discrepancy, this paper integrates key concepts from ecological systems theory and cultural-historical theory to introduce the concept of "Learning and Development Context (LDC)" and proposes a model for capturing its reorganization as a complex dynamic system. This approach is illustrated through a case study of three Chinese Australian children's transition to school, involving 183 hours of observation and 26 hours of interview. The findings demonstrate that the complexities and dynamics of a child's LDC are evident in both its structure and networks, with reorganization occurring in both dramatic and gradual ways. Educational legislation and family decisions are identified as critical factors influencing the structural reorganization of LDC. Meanwhile, children play an active role in reorganizing their LDC networks, despite their seemingly passive involvement in structural changes.