The transition to primary schooling and early literacy in Malta : the lived experiences of educators in church schools

Abstract

This research study explores early literacy learning from the viewpoints of Kindergarten Educators and Teachers of the first year of primary schooling working in Maltese church schools. Grounded in sociocultural, emancipatory, and ecological systems theories, this study seeks to deepen comprehension of early literacy practices, particularly focusing on the transition period from Kindergarten 2 (ages 4-5) to Year 1 (ages 5-6). The chosen qualitative research methodology employed semi-structured one-on-one interviews to gather data from a sample of eight educators. Key findings underscore the urgent necessity to bridge the gap between Kindergarten and Year 1, stemming from divergent viewpoints on (i) play-based and formalised early literacy pedagogies, (ii) early literacy learning and school readiness for Year 1, and (iii) the adequacy of support provided in Maltese church schools during Kindergarten and Year 1. Moreover, the research reveals the imperative of establishing consensus among stakeholders involved in early literacy education to improve the quality of the children’s early literacy experiences and mitigate educators’ frustration arising from (i) conflicting messages on pedagogical approaches, (ii) insufficient support for meaningful early literacy learning within child-centred curricula, and (iii) limited parental engagement in early literacy initiatives. The study suggests implications for policy, research and practice. Insights from this study contribute to ongoing discussions and debates on early literacy education, calling for proactive measures to improve the transition process from Kindergarten to the 1st year of compulsory schooling and promote meaningful and purposeful early literacy learning for young children in Maltese church schools and beyond.