Transition Between Swedish Preschool and Preschool Class: A Question About Interweaving Care and Knowledge

Alatalo, Tarja; Meier, Joanna; Frank, Elisabeth

doi:10.1007/s10643-015-0700-y

Cited by 13 publications

(24 citation statements)

References 9 publications

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“…Lacks of time and of natural arenas for cooperation were the reasons for no interaction (Pantazis 1991, Pianta et al 1999, Hjelte 2005, Ackesjö 2012, Alatalo et al 2016, Alatalo et al 2017 were absolutely confirmed by our findings. Perceptions of first grade teacher's for preschools as childcare facilities rather than educational facilities (Brostom 2002) were also confirmed by our findings.…”

Section: Discussionsupporting

confidence: 80%

“…The problem of collaboration, stated by a number of researchers (Bredekamp & Copple 1997, Pianta et al 1999, Rimm-Kaufman & Pianta 2000, Broström 2002, Margetts 2002, Early 2004, Broström 2007, Dockett & Perry 2007, Fabian & Dunlop 2007, Niesel & Griebel 2007, Vrinioti 2008, Ecclestone 2009, Sivropoulou & Vrinioti 2009, Ahtola et al 2011, Karydis 2014, Alatalo et al 2017) demonstrated clearly by our research findings. Accordingly to international studies (Hjelte 2005, Ackesjö 2013, Karydis 2014, Alatalo et al 2016 our findings stated that kindergarten and school teachers don't seem to have realized the benefits of working together. Although kindergarten teachers seem more favorably disposed towards the need for first-grade primary school teachers and kindergarten teachers to collaborate on literacy and its approach in the classroom, with the more experienced kindergarten teachers and the school teachers whose school is co-located with a kindergarten to be more positive towards cooperation.…”

Section: Discussionmentioning

confidence: 62%

“…The lack of communication and effective collaboration between preschool and primary school is an important barrier to continuity of literacy teaching and learning was demonstrated from many researchers (Bredekamp & Copple 1997, Pianta et al 1999, Rimm-Kaufman & Pianta 2000, Broström 2002, Margetts 2002, Early 2004, Broström 2007, Dockett & Perry 2007, Fabian & Dunlop 2007, Niesel & Griebel 2007, Vrinioti 2008, Ecclestone 2009, Ackesjö 2013, Ahtola et al 2011, Karydis 2014, Alatalo et al 2016, Alatalo et al 2017. In this context the purpose of this research is to study the perceptions of Greek first-grade primary school teachers and kindergarten teachers about the need for and the existence of co-operation, ways to achieve it, as well as the benefits of collaboration on literacy, literacy practices and its reinforcement.…”

Section: Methodsmentioning

confidence: 99%

“…arenas for cooperation were the reasons for no interaction (Pianta et al 1999, Hjelte 2005, Ackesjö 2012, Alatalo et al 2016, Alatalo et al 2017).…”

mentioning

confidence: 99%

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

Apostolou¹,

Stellakis²

2020

ERL Journal

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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.

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Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 62%

Section: Methodsmentioning

confidence: 99%

“…arenas for cooperation were the reasons for no interaction (Pianta et al 1999, Hjelte 2005, Ackesjö 2012, Alatalo et al 2016, Alatalo et al 2017).…”

mentioning

confidence: 99%

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

Apostolou¹,

Stellakis²

2020

ERL Journal

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“…From the findings of the open-ended question and accordingly to international studies (Ackesjö, 2013;Alatalo, Meier and Frank, 2016;Cruickshank and Haefele, 2001;Hjelte, 2005;Karydis, 2014) our findings stated that kindergarten and first-grade teachers refer to the reasons of their aggrement (common goals, common activities, cooperation, smooth transition, continuity) or disagreement (schoolarization, different growth rate, diffeent curricula, different goals) with the inegration of the two curricula. First-grade teacher's responses at the 2nd part of the open-ended question explain their agreement or disagreement more specifically, as they seemed to be significantly influenced by the burden of the responsibility for language teaching (Barrett et al, 2007;Byrnes and Wasik, 2019;Djonov et al, 2018;EACEA, 2011;Hanemann, 2015Hanemann, , 2019Hanemann and Krolak, 2017;Kennedy et al, 2012;Xue and Meisels, 2004) and to be critical of the results of the 'teaching' of kindergarten teachers, considering it merely as a basis and a reinforcing element for the systematic teaching and substantive work of the primary school.…”

Section: Conclusion and Discussionmentioning

confidence: 65%

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

Apostolou

Stellakis

2020

J Child Edu Soc

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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.

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Der Übergang vom Kindergarten in die Grundschule – eine Orientierung zum Stand der empirischen Forschung

Mays,

Quenzer-Alfred,

Metzner-Guczka

et al. 2023

ZfG

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ZusammenfassungDie vorliegende Literaturübersicht hat das Ziel, vorhandene internationale empirische Studien zum Übergang vom Kindergarten in ein staatliches oder privates Schulsystem zusammenzufassen. Um den Forschungsstand zusammenzufassen, wurde sich an den Methoden eines Scoping-Reviews orientiert. Dazu wurden neun wissenschaftliche Datenbanken durchsucht. In einem mehrstufigen Selektionsprozess wurden aus insgesamt k = 6492 Funden über den Abgleich mit sieben a priori festgelegten Einschlusskriterien k = 47 deutsch- und englischsprachige Studien zur deskriptiven Analyse in das Scoping-Review eingeschlossen. Die in den Literaturüberblick eingeschlossenen Studien wurden vorrangig in Deutschland (33 %) und in den USA (29 %) durchgeführt. Sechs wesentliche Forschungsschwerpunkte konnten in den sowohl quantitativen, qualitativen und Mixed-Methods-Forschungsdesigns herausgearbeitet werden. Dabei konzentrieren sich die meisten Studien auf die Entwicklung und explorative Bewertung von Fördermöglichkeiten am Übergang als auch strukturierte Programme, die konzeptionell in Kindergarten und Grundschule verankert wurden. Zwei weitere Schwerpunkte liegen in den eingeschlossenen Studien auf der explorativen Betrachtung der Entwicklung von Leistungen, Kompetenzen und Engagement während des Übergangs, sowie auf Sozial- und Problemverhalten im Übergangsprozess und allgemeinen sozialen Herausforderungen im Zuge der notwendigen Anpassung an das System Grundschule. Darüber hinaus werden Lücken und Nutzen von Übergangspraktiken, Unterschiede zwischen Kindergarten und Grundschule als auch in einigen wenigen Studien das Thema „Inklusion und Übergangsgestaltung“ beleuchtet.

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Transition Between Swedish Preschool and Preschool Class: A Question About Interweaving Care and Knowledge

Cited by 13 publications

References 9 publications

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

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

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

Der Übergang vom Kindergarten in die Grundschule – eine Orientierung zum Stand der empirischen Forschung

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