FACTORS THAT AFFECT TRANSITION FROM EARLY CHILDHOOD EDUCATION SETTING TO PRIMARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1.      Background to the Study

The transition from an early childhood education setting to primary school is a pivotal moment in a child’s educational journey, marked by a shift from a nurturing and play-based environment to a more structured and academically focused one. This transition holds immense significance in a child’s life and has a lasting impact on their future educational success and overall development. As this transition involves moving from preschool or kindergarten to primary school, it is a complex process that engages various stakeholders, including parents, teachers, and the children themselves (Hellenic Statistical Authority, 2017).

Understanding the factors that influence this transition is essential, and recent research by Abdul-Majied, Kinkead-Clark, and Burns (2022) sheds light on the professional experiences of early childhood teachers during the COVID-19 pandemic, highlighting the significance of this critical stage. The study emphasizes the need for a smooth and successful transition from early childhood education settings to primary school to ensure a strong foundation for a child’s academic and personal growth. In this context, examining the role of parental involvement, school readiness, and teacher competence and practice becomes paramount (Abdul-Majied et al., 2022).

Early childhood education programs, including preschool and kindergarten, serve as crucial preparation for children’s primary school experiences. Programs like these are designed to nurture cognitive, social, and emotional development in young learners. However, it is during the transition to primary school that children face various challenges. Recent research by Gomes et al. (2021) highlights the adaptation and responsiveness of early childhood educators during the COVID-19 pandemic, showcasing the importance of a strong foundation created in these settings.

The transition to primary school can be a challenging and sometimes overwhelming process for children. It involves adapting to a more formal and structured environment, which can be a significant change from the nurturing and play-based early childhood education settings. The study conducted by Kondylis and Stellakis (2006) sheds light on the literacy practices in pre-primary education, illustrating that a child’s readiness for primary school is influenced by factors such as early exposure to learning activities and access to quality early childhood education. These findings emphasize the importance of school readiness during this critical transition.

Parental involvement, as highlighted by recent research by Abdul-Majied et al. (2022), plays a significant role in shaping the transition from early childhood education to primary school. Active parental participation in their child’s education and preparation for primary school can greatly impact a child’s confidence, social skills, and academic readiness for primary school. The study also underscores the challenges faced by early childhood teachers in maintaining effective communication with parents during the COVID-19 pandemic. This suggests that strong communication and collaboration between parents and educators are essential for a successful transition.

School readiness, as explored in the study by Kondylis and Stellakis (2006), is a crucial factor in a child’s ability to make a smooth transition to primary school. School readiness encompasses a child’s cognitive, social, and emotional preparedness for the primary school environment. The research highlights that a child who is adequately prepared is more likely to succeed academically and socially in primary school. It underlines the importance of early exposure to learning activities and a supportive home environment in promoting school readiness.

The role of teacher competence and practice, as studied by Abdul-Majied et al. (2022), is fundamental in facilitating a smooth transition for children. Teachers in both early childhood education settings and primary schools play a vital role in guiding students through this process. Their competence, teaching practices, and ability to create a supportive and inclusive learning environment can significantly impact a child’s transition experience. The study emphasizes that effective teaching practices are vital in times of crisis, such as the COVID-19 pandemic, to ensure a successful transition.

In light of recent research by Gomes et al. (2021), it is clear that early childhood educators have been instrumental in adapting to the challenges posed by the COVID-19 pandemic, further highlighting the importance of teacher competence and adaptability. These educators have had to embrace new methods and technologies to ensure continuity in children’s education during the pandemic. This adaptability underscores the critical role of teachers in ensuring a successful transition.

In summary, the transition from early childhood education settings to primary school is a crucial phase in a child’s educational journey. Recent research by Abdul-Majied et al. (2022) and Gomes et al. (2021) emphasizes the need for a smooth and successful transition, particularly in challenging times like the COVID-19 pandemic. The study highlights the significance of parental involvement, school readiness, and teacher competence and practice in shaping this transition. Understanding these factors is essential for educators, policymakers, and parents to ensure that children have a strong foundation for their future academic and personal growth. The adaptability and professionalism of early childhood educators, as demonstrated in the face of the COVID-19 pandemic, further emphasize the critical role teachers play in facilitating a successful transition. It is through a collective effort and collaboration among these stakeholders that we can create a supportive and effective transition process for our young learners, ensuring they embark on a journey of educational and personal growth with confidence and readiness.

1.2.      Statement of the Problem

he transition from early childhood education settings to primary school is a multifaceted process, and several factors can impact its success (Gomes et al., 2021). This transition can be stressful for children, and their readiness for primary school is influenced by various factors, including parental involvement, school readiness, and teacher competence and practice (Kondylis & Stellakis, 2006). These factors can either facilitate or hinder a child’s transition, affecting their overall development and educational outcomes (Abdul-Majied et al., 2022).

For instance, the active engagement of parents in their child’s education, as emphasized by Abdul-Majied et al. (2022), can significantly enhance a child’s confidence, social skills, and academic readiness for primary school. In contrast, a lack of parental involvement may create hurdles during the transition process.

Moreover, school readiness, as explored by Kondylis and Stellakis (2006), plays a pivotal role in determining a child’s ability to smoothly transition to primary school. Children who are adequately prepared in terms of cognitive, social, and emotional development are more likely to succeed academically and socially.

Teacher competence and practice are equally essential factors, as highlighted by recent research (Abdul-Majied et al., 2022). Effective teaching practices and competent educators are pivotal in guiding children through this critical phase, and their adaptability, as showcased by Gomes et al. (2021), is vital in overcoming unforeseen challenges such as the COVID-19 pandemic.

In summary, these three factors, namely parental involvement, school readiness, and teacher competence and practice, significantly influence a child’s transition from early childhood education settings to primary school, ultimately shaping their overall development and educational outcomes.

.3.        Purpose of the Study

This study has four specific objectives:

1. To examine the influence of parental involvement on a child’s transition from early childhood education to primary school.
2. To investigate the impact of school readiness on a child’s successful transition to primary school.
3. To assess the role of teacher competence and practice in facilitating a smooth transition for children.
4. To provide recommendations and insights for parents, educators, and policymakers to improve the transition experience for young learners.

1.4.      Relevance of the Study

The transition from early childhood education to primary school represents a pivotal educational milestone, with far-reaching implications for a child’s future academic success and overall development. This transition, influenced by various factors, holds substantial significance for several reasons.

Firstly, understanding the factors affecting this transition is crucial for educational improvement. By identifying key elements that impact the transition process, educators and policymakers can implement targeted interventions and support mechanisms to enhance the educational experience for young learners. This insight enables the design of more effective educational strategies and curricula tailored to meet the specific needs of transitioning students, ultimately improving the quality of early education.