Abstract:

During a pandemic crisis, online teaching proved to be a fast, effective and alternative way to continue the educational process. After several months of remote learning, school students were finally allowed to return to the classrooms and face-to-face learning mode. During a pandemic crisis, evaluation of the transition process of first graders, identifying obstacles, and seeking out helpful resources, are critical.

With the support of the USAID Basic Education Program, a practice study was planned and conducted in Batumi Public School #15.
In total, fifty-four first grade students (1 student with special educational needs (SEN)) were selected as the target group for the research.
Aim of the research: to evaluate the transition process of first graders in conditions of pandemic crisis, to identify problems, to select mechanisms for supporting the transition process and to facilitate its implementation.

Research Methodology: Questionnaire; Online survey; Focus group; Interview; Observation; Data analysis.
At the initial stage of research, a diagnostic study was conducted. Teachers and parents of the target school took part in the survey. The analysis of the results demonstrates, that the activities carried out by the school were not sufficient to facilitate the painless transition of first-graders.

Recommendations for intervention were developed. In particular, it was considered essential for the school during the pandemic crisis to plan and implement more transition-supporting activities for painless adaptation of first-graders to school environment. To reduce the burden of pandemics and increase students’ engagement, the conduction of lessons in an open space was recommended. Planning /implementing a lesson enriched with simulation and role play, consistent accommodation of environment and modification of learning objectives according to the needs of students, increased parental involvement in school life was found as supportive steps for the transition of first-graders to offline mode.

Adaptation of environment and activities as a strategy of intervention was planned and implemented at a later stage of the study.
Analyzing the intervention's outcomes led to the following conclusions: As a result of the planned intervention, each student's level of engagement in school life has increased, including pupils with special educational needs. The academic achievement of students has improved. Students' interactions with teachers and classmates enhanced; Student’s autonomy has risen; Parental involvement in the educational process has grown; Students' attitudes toward school has improved.

According to research, smoothing the transition of first-graders in a pandemic crisis requires: Adapting the learning environment to children' needs and interests; Conducting more open-air lessons/activities to help schoolchildren become less mindful of the pandemic's challenges and to make learning more enjoyable; Conducting the educational process with energetic activities and games that, in addition to improving each student's academic performance (including the SEN students), ensure equal participation in the lesson, mutual support, cooperation, developing their own opinions and sharing them with peers, and listening to and respecting others; Parental participation and involvement in school life enhances students' attitudes toward the school and has a beneficial impact on learning outcomes.

Keywords:

Transition, Pandemic, Adaptation, Intervention, Student Engagement, Ostracizing, Attitude, Academic Achievements, Communication, Parental Involvement.