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Preparing K2 children for primary 1 in Singapore : perceptions and practices of parents, primary school teachers and preschool teachers
Author
Choy, Mian Yee
Supervisor
Karuppiah, Nirmala
Abstract
Starting primary school is a major milestone for many children. Successful transition to primary school is believed to have long-term effects on a child‟s academic and social development. The purpose of this study was to examine local transition practices, perception of these practices and children‟s readiness skills for primary school perceived by preschool teachers, primary school teachers and parents with Kindergarten 2 children proceeding to Primary 1 the following year.
The study adopted both quantitative and qualitative methods through the use of questionnaires and semi-structured interviews respectively. A total of 234 questionnaires from parents, 40 questionnaires from preschool teachers and 21 questionnaires from primary school teachers were collected. The questionnaires gathered preliminary data on the beliefs and transition practices of parents and teachers.
Additionally, semi-structured interviews were carried out with nine parents and nine preschool teachers to gather more in-depth information on their experiences of preparing the child for Primary 1. Similarly, semi-structured interviews were also carried out with three primary school teachers to gather more in-depth information on their transition practices conducted in the primary schools.
Results of the study indicated that most local transition practices took place before primary school started and revolved around discussions about primary school and familiarizing preschool children with the school environment. Though the downward pressure of academic subjects was still present, more awareness and emphasis on preparing children in non-academic aspects such as in the area of independence, confidence, adaptability and social competence appeared to be more apparent. This was in line with the recommendations cited in Nurturing Early Learners- A Curriculum Framework for Kindergartens in Singapore (2012), in which children should develop confidence, language and social competence, especially through play. Few preschool teachers and primary school teachers reported visiting each other‟s classrooms to observe each other‟s work and educational practice as compared to many parents who appeared to favour such collaboration initiatives. Respondents agreed that there should be more collaboration and connections among kindergarten personnel, primary school personnel and parents to facilitate better continuity between preschool and primary school.
This paper gave insight on the importance of quality preschool education, training of teachers and the strengthening of school readiness in a child for Primary 1 for the transition of Kindergarten 2 children to formal schooling. Key directions that emerged from this study include establishment of programme continuity between preschools and primary schools, collaboration among preschool teachers, primary school teachers and parents as well as the inclusion of transition programmes to aid the transition process. Recommendations for implementation of suggested transition practices were discussed.
The study adopted both quantitative and qualitative methods through the use of questionnaires and semi-structured interviews respectively. A total of 234 questionnaires from parents, 40 questionnaires from preschool teachers and 21 questionnaires from primary school teachers were collected. The questionnaires gathered preliminary data on the beliefs and transition practices of parents and teachers.
Additionally, semi-structured interviews were carried out with nine parents and nine preschool teachers to gather more in-depth information on their experiences of preparing the child for Primary 1. Similarly, semi-structured interviews were also carried out with three primary school teachers to gather more in-depth information on their transition practices conducted in the primary schools.
Results of the study indicated that most local transition practices took place before primary school started and revolved around discussions about primary school and familiarizing preschool children with the school environment. Though the downward pressure of academic subjects was still present, more awareness and emphasis on preparing children in non-academic aspects such as in the area of independence, confidence, adaptability and social competence appeared to be more apparent. This was in line with the recommendations cited in Nurturing Early Learners- A Curriculum Framework for Kindergartens in Singapore (2012), in which children should develop confidence, language and social competence, especially through play. Few preschool teachers and primary school teachers reported visiting each other‟s classrooms to observe each other‟s work and educational practice as compared to many parents who appeared to favour such collaboration initiatives. Respondents agreed that there should be more collaboration and connections among kindergarten personnel, primary school personnel and parents to facilitate better continuity between preschool and primary school.
This paper gave insight on the importance of quality preschool education, training of teachers and the strengthening of school readiness in a child for Primary 1 for the transition of Kindergarten 2 children to formal schooling. Key directions that emerged from this study include establishment of programme continuity between preschools and primary schools, collaboration among preschool teachers, primary school teachers and parents as well as the inclusion of transition programmes to aid the transition process. Recommendations for implementation of suggested transition practices were discussed.
Date Issued
2013
Call Number
LB1140.25.S55 Cho
Date Submitted
2013