Abstract:

Children’s early educational transition imposes demands on children within the social, emotional and cognitive spheres. Discontinuities and change in the educational experiences can leave children feeling disoriented and bewildered if they are not effectively supported in the process. A successful transition is said to have taken place when the child develops a sense of confidence, well-being and belonging in the new environment. Children who have been adequately prepared for the transition through appropriate transition programs are likely to develop greater adaptive competence. Effective transition programs should include the participation of the key stakeholders because each brings with them a set of beliefs and values which can empower or hinder the transition process. The current study endeavors to capture the generative insights and understanding of significant stakeholders of the transition process from preschool to primary school. It investigated the understandings of 4 kindergarten 2 children, their parents and the preschool operator on key transition issues. The objective was to formulate a transition plan which embraces the idea of co-construction of the transition by all the potential active agents in the process. This approach could be viewed from a shared phenomenon perspective which is grounded on the belief that various personnel who have a stake in the program will have a voice and impact on how the program can be shaped. For the children, qualitative individual interviews were conducted to explore their ideas, concerns and feelings, and for the parents and the school operator, a survey instrument was devised and utilized to elicit their views on various aspects of the transition process. The results reveal that there was a significant difference in concerns and focus, particularly between the children and their parents, underscoring the need for a co-construction process to bring into place, an amalgamation of views and concerns of all stakeholders in order to establish a transition program which has the greater potential of supporting the children more effectively as they anticipate their move to the ‘big’ school. The study provides a portrayal of what this transition program should look like, as a result of this co-construction process.

Keywords:

Transition program, preschool, primary school, co-construction.