A comparative study of transition practices upon entry into school between two schools

Abstract

Research shows that the transition to formal schooling is crucial to young children’s development and achievement. This study seeks to gain insight into how two Maltese schools, an Independent and a State school, prepare students for this transition. The research tools used were questionnaires and classroom observations. Questionnaires were distributed to Head of Schools, Kindergarten 2 teachers, Year 1 teachers and parents. The questionnaires focus on the transition practices used in the two schools, continuity in the curriculum and teaching pedagogies, parental involvement in the child’s transition, and the experiences of parents and their children with regards to the transition. Classroom observations in a Year 1 classroom were conducted in both schools over a four week period. The purpose of these observations was to explore how the children transition to Year 1. The results indicate that the two schools use meetings and visits to prepare children and their parents for Year 1; with School B using more transition practices to make sure that continuity in education is established. The results also indicate that, in both schools, neither parents nor children are included in the setting up of the transition programme. Results also demonstrate that some of the children and parents were negatively impacted by the transition; especially those attending the Independent school and children who have a learning difficulty. In light of the findings, recommendations on how to support students to cope better with the transition to Year 1 are presented.