Preparing Kindergarten Two Children for Primary One in Singapore: Perceptions and Practices of Parents, Kindergarten Teachers and Primary Schoolteachers

Autor/inn/en	Choy, Mian Yee; Karuppiah, Nirmala
Titel	Preparing Kindergarten Two Children for Primary One in Singapore: Perceptions and Practices of Parents, Kindergarten Teachers and Primary Schoolteachers
Quelle	In: Early Child Development and Care, 186 (2016) 3, S.453-465 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1040989
Schlagwörter	Foreign Countries; Kindergarten; School Readiness; Preschool Education; Parent Attitudes; Parenting Styles; Preschool Teachers; Teacher Attitudes; Elementary School Teachers; Student Adjustment; Interpersonal Competence; Teacher Collaboration; Parent Teacher Cooperation; Mixed Methods Research; Questionnaires; Teaching Methods; Parent Role; Teacher Role; Semi Structured Interviews; Singapore + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Pre-school education; Vorschulerziehung; Elternverhalten; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Interpersonale Kompetenz; Lehrerkooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Parental role; Elternrolle; Lehrerrolle; Singapur
Abstract	Successful transition from preschool to primary school is believed to have long-term positive effects on a child's academic performance and social competence. In this study, data were gathered from preschool teachers, primary schoolteachers and parents through the use of questionnaires and semi-structured interviews, on their perceptions and practices of preparing Kindergarten Two (K2) children for Primary One. Findings from this study revealed that (1) transition practices revolved around discussions about primary school and familiarising preschool children with the primary school environment; (2) awareness of preparing preschool children in non-academic areas of independence, adjustment and social competence seemed apparent and (3) communication and collaboration among preschool teachers, primary schoolteachers and parents to facilitate better continuity between preschool and primary school seemed weak. These findings could be used by parents and teachers to prepare K2 children as well as smoothen their transition from preschool to primary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01