Abstract
A smooth kindergarten-school transition is till problematic, even thoughit has been receiving attention from researchers as well as education professionals (e.g. Heckman, 2011). It is clear to everyone that children, kindergarten teachers, primary school teachers, and parents are all greatly affected by the kindergarten-school transition (e.g. Correia & Marques-Pinto, 2016). Therefore, the goal of my study is the systematic review of research exploring the kindergarten-school transition related views and opinions of the stakeholders. A search was conducted for English language studies that were published in peer reviewed journals between 1 January 2016 and 1 September 2020, in the ERIC, Scopus and the Web of Science databases. The expressions „kindergarten school transition”; „transition into primary school”; „transition to school”; „starting school”; „beliefs concerning school transition” were used as search terms. A total of 646 publications were identified, of which 21 complied with the inclusion criteria. Those papers were included that present such empirical work that explore the views and opinions of stakeholdersregardingthe kindergarten-school transition of normally developing children. The present review considers six aspects: (1) the country where data were collected; (2) the phase of transition when data were collected; (3) the issue of transition studied; (4) participants; (5) data collection methods; (6) main results. The review showed that numerous questions regardingthe kindergarten-school transition are researched worldwide. My study can serve a basis for understanding the problems of starting school in different countries, as well as to formulate further research questions, and to design further research.
Highlights
One of the most critical periods in early childhood is the kindergarten-school transition (e.g. Margetts, 2004)
It is clear to everyone that children, kindergarten teachers, primary school teachers, and parents are all greatly affected by the kindergarten-school transition (e.g. Correia & Marques-Pinto, 2016)
It is clear to everyone that beside the children, kindergarten teachers, primary school teachers and parents are greatly affected by the kindergarten-school transition
Summary
One of the most critical periods in early childhood is the kindergarten-school transition (e.g. Margetts, 2004). One of the most critical periods in early childhood is the kindergarten-school transition As a result of this, in recent years an increasing researcher attention has been devoted to the exploration of early childhood development and its long term effects. It is well known that by learning about the kindergarten-school transition related views and opinions of the stakeholders (the actors affected by the kindergarten-school transition, e.g. educators, parents) the kindergarten-school transition can be facilitated, made easier The goal of my study is the systemic review of research exploring the kindergarten-school transition related views and opinions of the stakeholders. My review shows which question of the kindergarten-school transition the researchers from various countries are interested in, as well as in what circles and by what methods they are seeking answers. My results may serve as the basis for the detailed knowledge of the papers included in the review and performing further research
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