The transition from kindergarten to elementary school (Master thesis)

Καλλιτσάρη, Σταματία/ Kallitsari, Stamatia

In the present thesis, the focus is on the issue of children’s transition from kindergarten to elementary school, focusing on the perceptions of kindergarten and elementary school teachers who have taught or are teaching in the first grade of elementary school. The purpose of the research was to highlight the way in which they perceive the concept of transition and through what educational practices they seek “continuity” between kindergarten and elementary school. In order to approach this topic, the qualitative research method was chosen, which was conducted from July 2019 to October 2019 utilizing the tool of the individual semi-structured interview with 6 elementary teachers and 6 kindergarten teachers. The research questions were based on both bibliographical references and the purpose of the research itself. Interviewers' responses were transcribed, grouped, and coded into categories which thematic content analysis was based on. The qualitative analysis of the data showed that, although elementary teachers’ and kindergarten teachers’ perceptions converge, their pedagogical practices exhibit discontinuities that impede the smooth transition of children from kindergarten to elementary school.
Alternative title / Subtitle: συνέχεια ή ασυνέχεια; Οι αντιλήψεις νηπιαγωγών και δασκάλων. Μια μελέτη περίπτωσης
continuity or discontinuity? Perceptions of Kindergarten and elementary school teachers. A case study
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Τμήμα Επιστημών της Εκπαίδευσης στην Προσχολική Ηλικία
Subject classification: Education, Primary
Keywords: Δημοτικό,Νηπιαγωγείο,Μετάβαση,Συνέχεια/Ασυνέχεια,Elementary School,Kindergarten,Transition,Continuity / Discontinuity

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