http://educationalroleoflanguage.org/erl-journal/erl-journal-issues/volume-2/2019v02p09/

Abstract

The purpose of this research is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers about their cooperation regarding literacy practices and their enhancement. The need for cooperation, the potential for co-operation, how to achieve it, as well as its benefits for enhancing literacy, are the key questions explored. The research is part of a broader study of the relationships between natural / early and conventional / school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 632 teachers who were separated into two groups, 326 kindergarten teachers and 306 teachers teaching the year of the process in the first grade of Greek elementary schools. The results showed that kindergarten teachers were more positive about the need for co-operation on literacy practices, but first-grade primary school teachers believed more in their co-operation. Kindergarten teachers and first-grade primary school teachers agree on the need for joint actions, with teachers considering as significant constraints the co-location of school units, the lack of common time, and the pressure of "course material". Theoretical backgroundWhen attempting a theoretical and research approach to enhancing natural literacy and its teaching, one must first and foremost analyze the behavior of teachers in an attempt to visualize how they shape their teaching choices. According to Kalantzis et al. (2019), if we are to have 'new', 'modern' students we need nothing less than 'new', 'modern' teachers to work with students, with parents and with each other by expanding and promoting 'literacy' learning practices towards learning "literacies" to create learners capable of deriving, producing meaning and communicating.

Greek preschool teacher’s views about language activities in early childhood education during Covid‑19. A chance for change?

“…The urgent need for training in both distance education and especially in language teaching during distance education was significantly stated by most of the interviewees. In general, in Greece many researches concerning the perceptions of preschool teachers referred to the need they propose for training on language teaching issues (Apostolou & Stellakis 2019, Apostolou et al 2020, to be more effective themselves but also the teaching process to have the expected results.…”

“…For language learning in particular, the pedagogical approach of literacy in pre-school education is determined by the current Curriculum for Kindergarten (MoE/PI 2003) which refers to the development of oral and written speech within a theoretical framework based on the theory of emerging literacy and the constructivism according to the approaches of Ferreiro & Teberosky (1982). In this context, emphasis is placed on early language stimulation, which has great importance for reading development and children's literacy learning because learning occurs through actions that have meaning for them and a clear purpose (Apostolou & Stellakis 2019). Preschool teachers, adopting a broad definition of the concept of literacy and its practices, invent and experiment with various practices that lead to the development of the learning process and the cultivation of oral and written language (Dafermou et al 2006).…”

Continuities, discontinuities and transition in early childhood literacy education at digital time

“…(conventional literacy). So, as can be seen by further researchers (Ackesjö, 2013;Ahtola et al, 2011;Alatalo et al, 2016Alatalo et al, , 2017Apostolou & Stellakis, 2019;Broström, 2007;Dockett & Perry, 2004;Early, 2004;Ecclestone, 2009;Fabian & Dunlop, 2007;Karydis, 2014;Pianta et al, 1999;Rimm-Kaufman & Pianta, 2000;Sivropoulou & Vrinioti, 2009;Vrinioti, 2008), for teaching language preschool teachers try to empower their students by preparing them for a smooth transition to the first grade of primary school and the elaborated school language by combining teaching models and techniques.…”

“…Initial success at school, both socially and intellectually, leads to a virtuous cycle of achievement (Burrell & Bubb, 2000) and can be a critical factor in determining children's adjustment to the demands of the school environment and future progress (Alexander & Entwisle, 1988). Several researchers (Ackesjö, 2013;Ahtola et al, 2011;Alatalo et al, 2016;Apostolou & Stellakis, 2019;Dockett & Perry, 2004;Hjelte, 2005;Vrinioti, 2008) mentioned that a stronger connection amongst kindergartens, primary schools and parents could facilitate a smoother transition to primary school and could have better children's literacy outcomes. So, for transition to be smooth, children need to be ready for primary school.…”

“…Continuity (continuum) is the key and articulation between early childhood programmes and primary school education is a growing concern given increasing rates of participation in early childhood educational programmes. According to several researchers (Ackesjö, 2013;Ahtola et al, 2011;Alatalo et al, 2016;Apostolou & Stellakis, 2019;Dockett & Perry, 2004;Hjelte, 2005;Vrinioti, 2008) statistically significant associations between children's adjustment to preschool educational setting, to the first year of school, personal and background factors, transition activities conducted by schools, children's preschool and early school experiences, the absence or presence of a friend, and a number of other factors concerned children's succeed in later school and social life. Therefore, transition programmes should create an appropriate degree of continuity between preschool and school experiences and develop strategies to help children to their smooth transition and adjustment to first-grade of primary school.…”