This study investigates the transition from kindergarten to primary school through the experiences of the teachers, parents and children involved. Emphasis is given to the transitional activities participated in by the stakeholders and the effectiveness of these activities. These experiences of children's transition to school will inform further research into the design of effective transition programmes in the local context. The means of investigation in this study include questionnaires, semi-structured interviews and observations. The results show that the teachers and parents generally believed that the children performed quite well academically, although the primary school teachers reported that they were average in discipline. The findings from both the questionnaires and the interviews show that most of the respondents agreed that strong connections between kindergarten, primary school and parents could facilitate a smoother transition to school. However, in reality, both kindergarten and primary school teachers showed ignorance of each other's teaching practices and curriculum. Copyright © 2010 Taylor & Francis Group, an informa business.
|Journal||Early Child Development and Care|
|Publication status||Published - Aug 2010|
CitationChan, W. L. (2010). The transition from kindergarten to primary school, as experienced by teachers, parents and children in Hong Kong. Early Child Development and Care, 180(7), 973-993.
- Transitional activities
- Effective transitional programmes