Perspectives for the transition from preschool to primary school education in an online environment

Abstract

The Covid-19 world health crisis has profound implications and its consequences throughout the world have social, cultural, economic and educational ramifications. Worldwide, preschool teachers were forced to develop the students' learning experience in a new online environment. This research aims to investigate preschool teachers' views about literacy and literacy practices during face-to-face and remote teaching. As a result, the effectiveness of these practices during remote teaching to support the transition from kindergarten to primary school is investigated. Views and practices from 18 Greek preschool teachers were collected with semi-structured interviews and were analyzed using thematic analysis. The results showed that although, during remote teaching several literacy activities took place, teachers expressed their frustration with literacy and transition practices implemented in this educational setting. Teachers seem to be really disappointed with this experience, especially for written language activities, as they considered that the problems they faced and the transformations that were made to their literacy practices did not offer the appropriate framework to meet the requirements of the primary school and the transition from early literacy to school language. Furthermore, they expressed their desire to create a framework for collaboration by primary school teachers via a continuous and systematic training program, especially in case that 'remote teaching comes back'. In conclusion, preschool teachers' reactions and attitudes could be the pillars for establishing a framework for collaboration to ensure continuity through a balanced literacy program and the transition from kindergarten to primary school.