About this paper

Appears in:
Pages: 723-733
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

THE TRANSITION FROM PRESCHOOL TO PRIMARY SCHOOL: HOW DO CHILDREN LEARN TO INTERPRET SOCIAL SETTINGS?

M.A. Delgado Fuentes

Universidad Iberoamericana (MEXICO)
This study aims to contribute towards an understanding of the process that children go through in their transition from preschool to primary school. It is based on Grounded Theory, a method involving the construction of a mid-range theory that allows the nature of the studied phenomenon to be understood by identifying the concepts that come into play and the way in which they are interconnected. To this end, nine simultaneous case studies were carried out, each including one preschool and one primary school. The results point to an adaptation and extension of Bronfenbrenner's ecological model and to envisaging transition as a multidimensional process and as an opportunity for learning. This implies that transition is a process undertaken not only by children but also by their families and communities. The study brings to the fore the concept of the nanosystem, namely the set of relationships and meanings making up the activities taking place in the classroom where children learn to read interpret their setting, a skill which is crucial to successful transition between the different levels of education. Context not only incorporates social relations but also includes interactions conducive to the construction of knowledge and reflection on the manner in which this occurs.

The involvement of children in formulating classroom rules, planning activities and evaluating learning processes stands out as one of the best formulae for allowing children to read their context. The best practices found were in some of the preschool establishments, whereas there was a lack of good practices in primary schools. While it is important that children develop skills for interpreting their setting and adapting to new environments, it is important to highlight that children learn to develop as agents, able to change their surroundings. The study indicates that it is not sufficient that children are able to adapt to any environment, but that there is a need to ensure that schools provide the best opportunities for learning and a promotion of wellbeing.
@InProceedings{DELGADOFUENTES2011TRA,
author = {Delgado Fuentes, M.A.},
title = {THE TRANSITION FROM PRESCHOOL TO PRIMARY SCHOOL: HOW DO CHILDREN LEARN TO INTERPRET SOCIAL SETTINGS?},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {723-733}}
TY - CONF
AU - M.A. Delgado Fuentes
TI - THE TRANSITION FROM PRESCHOOL TO PRIMARY SCHOOL: HOW DO CHILDREN LEARN TO INTERPRET SOCIAL SETTINGS?
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 723
EP - 733
ER -
M.A. Delgado Fuentes (2011) THE TRANSITION FROM PRESCHOOL TO PRIMARY SCHOOL: HOW DO CHILDREN LEARN TO INTERPRET SOCIAL SETTINGS?, ICERI2011 Proceedings, pp. 723-733.
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