The transition from kindergarten II to year I : children’s & practitioners’ perspectives

Abstract

This study examines children’s and practitioners’ perspectives of the transition process from Kindergarten II to Year I. This transition process can impact children and their families in a number of ways. It can be both challenging and exciting and thus requires attention to ensure that children experience a smooth transition. The data for this study was compiled through group interviews with children which included drawing and photography, and semi-structured questionnaires for practitioners. Group interviews were conducted with sixteen children when they were in KG II and again when they proceeded to Year I. The purpose of these interviews was to explore children’s experiences of KG II, their expectations before starting formal schooling and their actual experiences once in Year I. The questionnaires that were distributed to six KG II and three Year I practitioners, focused on their reflections, views and recommendations regarding the themes of curriculum continuity, relationships and school readiness. The findings of the study reveal that the children were looking forward to start Year I and they were happy in Year I. However, they struggled to adjust to a more formal approach to teaching and learning as they moved to Year I. This study also shows that a positive relationship among practitioners and parents was present. However, it seems that there is lack of pedagogical information shared among practitioners, and parents are not well informed about the school’s procedures and expectations of the transition to Year I. In conclusion this study brings out the importance of curriculum continuity and passing of information between practitioners, and to parents for the children to experience a smoother transition from KG II to Year I.