Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece

Abstract

The purpose of this research paper is to investigate the perceptions of Greek pre-primary and first-grade primary school teachers on the integration of pre-primary and first-grade language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the presence of language curricula connection, as well as practices resulting from the study of curricula. Data were collected through semi-structured interviews with 32 teachers. Research findings show that pre-primary and primary school teachers partially agree with the integration of curricula, delineating it within a specific context and proposing common goals and teaching approaches that will be governed by continuity and consistency. Pre-primary school teachers who disagree, strongly express their concern about the potential schoolification of pre-primary school, while primary school teachers who disagree persist in the view of preschoolers' inability to acquire knowledge intended to be acquired by primary school children, who are, theoretically, in the age group with respective cognitive, mental and emotional maturity. They want play to maintain as the primary teaching and learning tool in preprimary school while systematic teaching with elements of the playful way of pre-primary school learning to maintain in primary school.

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

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Exploring School Readiness and Transition Dynamics: Enablers and Disablers in Early Childhood Education Programmes of Zambia

“…One of the main challenges identified was the lack of communication and collaboration between ECE and primary school. This lack of coordination could lead to a disjointed transition process, where important information about the child's development, strengths, and needs might not be effectively communicated between educators (Apostolou, 2020). This could result in a lack of continuity in teaching and learning practices, which could be detrimental to the child's educational progress.…”

Μεταβάσεις Της Πρωτοσχολικής Ηλικίας Στην Ψηφιακή Εποχή: Συνέχειες Και Ασυνέχειες Στις Πρακτικές Γραμματισμού

“…Μανωλίτσης, 2016 ˙ Τάφα, 2011). Ειδικότερα, όσον αφορά το σχολικό πλαίσιο, και δη το νηπιαγωγείο, ως πρακτικές ενίσχυσης ή/και διδασκαλίας του πρώτου γραμματισμού περιγράφονται οι πρακτικές με τις οποίες οι εκπαιδευτικοί υλοποιούν (λιγότερο ή περισσότερο) τις προβλεπόμενες από τα αναλυτικά προγράμματα θεωρητικές αρχές και διδακτικές προσεγγίσεις (Apostolou et al 2020(Apostolou et al ˙ Τάφα, 2011.…”