Preparing Kindergarten Two children for Primary One in Singapore: perceptions and practices of parents, kindergarten teachers and primary schoolteachers

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.