Expectations for the Transition from Kindergarten to Primary School amongst Teachers, Parents and Children

Autor/in	Chan, Wai Ling
Titel	Expectations for the Transition from Kindergarten to Primary School amongst Teachers, Parents and Children
Quelle	In: Early Child Development and Care, 182 (2012) 5, S.639-664 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2011.569543
Schlagwörter	Academic Ability; Kindergarten; Foreign Countries; Parent Role; Child Development; Semi Structured Interviews; Elementary Schools; Questionnaires; Classroom Observation Techniques; Expectation; Transitional Programs; Competence; Teachers; Students; Parents; Partnerships in Education; Early Childhood Education; Academic Achievement; Preschool Teachers; Teacher Student Ratio; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Parental role; Elternrolle; Kindesentwicklung; Elementary school; Grundschule; Volksschule; Fragebogen; Expectancy; Erwartung; Kompetenz; Lehrer; Lehrerin; Lehrende; Student; Schüler; Schülerin; Studentin; Eltern; Hochschulpartnerschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schulleistung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrer-Schüler-Relation; Hongkong
Abstract	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. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10