Between Preschool and Primary Education--Reading and Writing from the Perspective of Preschool and Primary Teachers

Autor/in	Santos, Ana Isabel
Titel	Between Preschool and Primary Education--Reading and Writing from the Perspective of Preschool and Primary Teachers
Quelle	In: International Education Studies, 8 (2015) 11, S.211-218 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Preschool Teachers; Elementary School Teachers; Writing Teachers; Reading Teachers; Teacher Attitudes; Interviews; Transitional Programs; Articulation (Education); Alignment (Education); Early Childhood Education; Written Language; School Readiness; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Lehrerverhalten; Interviewing; Interviewtechnik; Articulation; Artikulation (Ling); Artikulation; Aussprache; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Geschriebene Sprache; Readiness for school; School ability; Schulreife; Ausland
Abstract	The transition between educational levels is a process characterized by the complexity and repercussions that it represents to the future of children's education. Studies conducted in this field acknowledge the relevance of the approximation and continuity between the practices of preschool and primary teachers for children's development and learning. However, they are also unanimous in stating that an optimized transition process is far from completion. There is a lack of studies that investigate the issue of continuity between educational levels in Portugal, especially in reading and writing. To address this problem, the objective of this study is to understand the way in which preschool and primary teachers work toward a coordinated and fluid transition, particularly in the field of written language. Interviews were conducted with preschool and primary teachers, and the results reveal the different positions among preschool and primary teachers in the manner in which they conceive the transition process between these two education levels. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01