Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula

Abstract

The purpose of this research paper is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers on the integration of kindergarten and first-grade of primary school 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 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 326 kindergarten teachers and 306 teachers who were teaching at the time of this study the first-grade of primary school in two Greek prefectures. Research data has shown that first-grade teachers appear to be more positive than kindergarten teachers towards integrating the two curricula. Both kindergarten teachers and first-grade teachers seem to partially agree with the creation of a curriculum with common goals and objectives. Nevertheless kindergarten teachers appear more hesitant, expressing their concerns and fears of a potential “schoolarization” of the kindergarten.

Learning at Home Anak Usia Dini Terdampak Covid 19 : Peran Orang tua dalam Pendampingannya

“…Berperan sebagai 'pendidik' bukan berarti harus memiliki kompetensi tertentu yang disyaratkan dalam undang-undang, namun dilihat dari kegiatannya yang menyampaikan informasi dan materi pembelajaran bagi anak melalui arahan guru. Seorang guru yang melakukan proses pembelajaran tentu melakukan perencanaan, pelaksanaan, pengawasan, dan evaluasi pembelajaran yang telah dirancang (Apostolou & Nektarios Stellakis, 2020).…”