Expectations for the transition from kindergarten to primary school amongst teachers, parents and children

Expectations for the transition from kindergarten to primary school amongst teachers, parents and children

• Chan, Wai Ling Dept. of Early Childhood Education, Hong Kong Institute of Education

Early Child Development and Care, 182(5), 639-664, 2012

Routledge

2012

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• A Human Growth & Development
  • AG Child Development & Health
• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• Q Philosophy of Education, Educational System & School At Different Levels
  • QC Primary Education
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Child Development Developmental Continuity Teacher Attitudes Pupil Attitudes Parent Attitudes Expectation Effective Transitional Programmes Primary Education Preschool Education

• Hong Kong

• 1997.7 onwards

• Primary Education

This paper reports the results of a study concerning the expectations for the transition from kindergarten to primary school amongst teachers, parents and children in Hong Kong. It probes the expectations that teachers and parents have about children's competence in five specific areas of child development thought to be essential for a smooth such transition, as well as children's competence in these different developmental areas and their performance upon the transition to primary school. The study's data were obtained through questionnaires, semi-structured interviews and classroom observations, and its results will serve as a reference for evaluation of existing transitional practices and the design of effective transition programmes in the local context. Children's voices and their observed performance during the transition period indicate that they have varied expectations of the transition. Parents, in contrast, have high expectations for their children's academic ability and self-discipline. Both primary school teachers and the parents of kindergartners rank pre-academic skills as the most important developmental area, whereas kindergarten teachers rank them as the least important. Most of the adult respondents in this study agree that a stronger connection amongst kindergartens, primary schools and parents would facilitate a smoother transition to primary school.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430.2011.569543]

• English

Journal Articles

• 03004430

• 10.1080/03004430.2011.569543

https://bibliography.lib.eduhk.hk/bibs/c3c83d07

2014-01-18