ATTAINABILITY OF APPROPRIATE TRANSITION FROM EARLY CHILDHOOD DEVELOPMENT (ECD) TO PRIMARY SCHOOL: LESSONS FROM KAMWENDO ZONE SCHOOLS IN MCHINJI DISTRICT

Abstract

Primary schooling is perceived to be the most important transition in a child's life, particularly in class one. However, studies have shown poor implementation in Kamwendo Zone. This study assessed factors influencing this problem in this area. The specific focus was on identifying roles played by parents and teachers in children’s transition process and measuring the availability of resources used in ECD centres and primary schools. A mixed-method approach and a survey method were used. 36 parents and caregivers, 5 primary school teachers and 5 head teachers were sampled. The purposive sampling technique was employed. A structured questionnaire was used for parents and caregivers while a semi-structured one was used for teachers. Results show that 77% of both parents and teachers are involved in children’s affairs at both ECD and primary levels. Several activities are done at the ECD level than at the primary one. Inadequate handovers from caregivers to class one teachers were poorly done. Hence both caregivers and primary teachers should hand over properly. Class one teachers to undergo refreshers courses, playing materials be available in primary schools.