When the bell rings, you can talk : experiencing the preschool to school transition

Abstract

Although starting formal schooling is acknowledged as a major milestone in children’s educational journey, within the Maltese education system little is known about transition practices from kindergarten/preschool to school. Successful transitions depend on relationships and practices which contribute towards facilitating the process for children and their families. This study focused on transitions as experienced by parents, children and staff in one early years setting. Organizational matters, pedagogical practices, adult-child relationships and peer relationships within kindergarten and school were reviewed through questionnaires, interviews and focus group discussions conducted with thirty-five parents, three kindergarten (preschool) practitioners, three teachers and two members of the senior management team. Thirty-three five-year-old children in their first year of compulsory school participated in three group activities, including a storytelling session, puppet play and a visit to the preschool. Although participants benefitted from a transition process with activities involving children, parents and practitioners, more initiatives can be adopted to support and strengthen children’s experiences.