Phenomenological Insights into Children's Experiences: The Transition to Preschool
DOI:
https://doi.org/10.35719/educare.v5i1.286Keywords:
Children’s Voice, Phenomenological Study, Transition Experience, Transition To PreschoolAbstract
It is theoretically acknowledged that children’s transition to preschools bears significant implications. In particular, expectations from parents and teachers raise concerns on the transition to preschools. A case study involving three children who experienced the transition to a Malaysian private preschool is reported. Through observation and interviews with the four-year-olds, the children’s insights were substantiated with document analysis. The document analysis across photographs and scrapbooks provided an in-depth elaboration of the children’s transition experiences. First, four dominant themes emphasising the transition emerged: 1) the children’s relationship among peers and teachers, 2) rules, 3) routine, and 4) remarkable events. Second, it was found that the children could relate to the transition to preschool. Third, children’s experiences and feelings as presented in the investigation suggest holistic knowledge concerning the children’s transition to preschool. Practical and alternative teacher perspectives were explored in the context of successful transitions to preschools.
References
Barker, J., & Weller, S. (2003). “Is it Fun?” Developing children centered research methods. The International Journal of Sociology and Social Policy, 23(1/2), 3358. https://doi.org/10.1108/01443330310790435
Belcher, V. (2006), “And my heart is thinking”: Perceptions of new entrant children and their parents on transition to primary school numeracy. Master’s thesis, University of Canterbury, Christchurch, New Zealand. Retrived from http://hdl.handle.net/10092/1970.
Bronfenbrenner, U. (1989). Ecological systems theory, in R. Vasta (Eds.) (1992) Six theories of child development: Revised formulations and current issues (pp. 197-249). London & Bristol: Penn. https://dropoutprevention.org/wp-content/uploads/2015/07/paquetteryanwebquest_20091110.pdf
Bronfenbrenner, U., & Morris, P. A. (1998). The Ecology Of Development Processes. In R. M. Lerner (Ed.), Handbook of child psychology: Theoretical models of human development (5th ed., Vol. 1, pp.993-1028). New York. https://impactofspecialneeds.weebly.com/uploads/3/4/1/9/3419723/bronfenbrenners_ecological_model_of_child_development.pdf
Brooker, L. (2008). Supporting Transitions In The Early Years. Maidenhead, England: Open University Press McGraw.
Broström, S. (2002). Communication And Continuity In The Transition From Kindergarten To School. In H. Fabian & A.-W. Dunlop (Eds.), Transitions in the early years: Debating continuity and progression for young children in early education (pp. 52-63). RoutledgeFalmer. https://api.pageplace.de/preview/DT0400.9781134475063_A25025816/preview-9781134475063_A25025816.pdf
Clark, A. & Moss, P. (2001). Listening to young children: The Mosaic Approach. London: National Children’s Bureau for the Joseph Rowntree Foundation. http://resources.ncb.org.uk/resources/publications/view-publication?PubID=728
Clark, A. (2004). The Mosaic Approach and research with young children. In V. Lewis, M. Kellett, C. Robinson, S. Fraser & S. Ding (Eds), The Reality of research with children and young people (pp. 142-161). London: Sage. http://www.uk.sagepub.com/booksProdDesc.nav?prodId=Book226261
Clark, A. (2007). Early childhood spaces. Involving young children and practitioners in the design process. Early Childhood Development, December, 1–43. https://files.eric.ed.gov/fulltext/ED522693.pdf
Clark, A. (2010). Transforming children’s spaces: Children’s and adults’ participation in designing learning environments. London: Routledge. https://doi.org/10.4324/9780203857588
Clark, A., Kjorholt, A. T., & Moss, P., eds. (2005). Beyond listening: Children’s perspectives on early childhood services. Bristol: Policy Press.
Daily, S., Burkhauser, M., & Halle, T. (2012). School Readiness Practices In The United States. National Civic Review, 100(4), 21-24. https://doi.org/10.1002/ncr.20080
Dockett, S., & Perry, B. (1999). Starting school: What do the children say? Early Child Development and Care, 159(1), 107-119. https://doi.org/10.1080/0300443991590109
Dockett, S., & Perry, B. (1999). Starting school: what matters for children, parents and educators? Research in Practice 6(3). Canberra, Australian Early Childhood Association. https://doi.org/10.1177/1476718X04042976
Dockett, S., & Perry, B. (2004). Starting School: Perspectives of Australian Children, Parents and Educators. Journal of Early Childhood Research, 2(2), 171-189. https://doi.org/10.1177/1476718X04042976
Dockett, S., & Perry, B. (2008). Starting school: A community endeavour. Childhood Education, 84(5), 274-280. https://doi.org/10.1080/00094056.2008.10523024
Einarsdottir, J. (2005). Playschool in pictures: children’s photographs as a research method. Early Child Development and Care, 175(6), 523–541. https://doi.org/10.1080/03004430500131320
Fabian, H., & Dunlop, A. W. A. (2002). Introduction. In H. Fabian, & A. W. A. Dunlop (Eds.), Transition in the Early Years—Debating Continuity and Progression for Young Children in Early Education (pp. 1-7). London: Routledge Falmer.
Fabian, H., & Dunlop, A.-W. (2007). Outcomes of Good Practice in Transition Process for Children Entering Primary School. The Hague: Bernard van Leer Foundation. https://www.researchgate.net/publication/252093921_Outcomes_of_Good_Practice_in_Transition_Process_for_Children_Entering_Primary_School
Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA educational psychology handbook, Vol. 2. Individual differences and cultural and contextual factors (pp. 471–499). American Psychological Association. https://doi.org/10.1037/13274-019
Fraser, S., Lewis, V., Ding, S., Kellett, M., & Robinson, C. (2004). Doing research with children and young people. Sage Publications: Sage. http://www.uk.sagepub.com/textbooksProdDesc.nav?prodId=Book226262
Harper, L. J. (2015), Supporting young children’s transitions to school: Recommendations for Families. Journal of Early Childhood Education 44. https://doi.org/10.1007/s10643-015-0752-z
Harper, L.J. (2005). Transition Voices: Perspectives, Concerns, and Discontinuities Expressed by Children, Parents, and Teachers as Children Transition from a University-Affiliated Kindergarten to a Public School First Grade. ProQuest Information and Learning Company. https://core.ac.uk/download/pdf/215516818.pdf
Hasted, P. (2012). Images and Perspectives: Young Children and Digital Photography. Royal Roads University.
Hugo, K., McNamara, K., Sheldon, K., Moult, F., Lawrence, K., Forbes, C., Martin, N., & Miller, M. G. (2018). Developing a Blueprint for Action on the Transition to School: Implementation of an Action Research Project Within a Preschool Community., IJEC 50, p. 241–257, Springer. https://doi.org/10.1007/s13158-018-0220-1
Joerdens, S. H. (2014). Belonging Means You Can Go In”: Children’s Perspectives And Experiences Of Membership Of Kindergarten. Australasian Journal of Early Childhood, 39 (1), pp. 12-21. https://doi.org/10.1177/183693911403900103
Kang, J., Horn, E. M, & Palmer, S. (2017). Influences of Family Involvement in Kindergarten Transition Activities on Children’s Early School Adjustment, Early Childhood Education Journal, Volume 55 (6), pp 789–800.
Kim, H. (2009). Early childhood transitions in different cultural contexts. In H. Fabían & A.-W. Dunlop (Eds.), Transitions in the Early Years (pp. 147-157). Routledge.
Kim, Y. (2009). Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents. Educational Research Review, 4(2), 80–102. https://doi.org/10.1016/j.edurev.2009.02.003
Lacey, P. (2012). “When the Bell Rings we go Inside and Learn”: Children’s and Parent’s Understandings of the Kindergarten Transition. ProQuest LLC. https://core.ac.uk/reader/79564240
Ladd, G., Herald, S., & Kochel, K. (2006). School readiness: Are there social prerequisites? Early Education & Development, 17 (1), 115-150. https://doi.org/10.1207/s15566935eed1701_6
Laevers, F. (1994). The Innovative Project: experiential education. Leuven: Centre for Experiential Education.
Langsted, O. (1994). Looking At Quality From The Child’s Perspective, in Moss, P. and Pence, A. (eds.) Valuing Quality In Early Childhood Services: New Approaches To Defining Quality. London: Paul Chapman Publishing, pp. 28-42. AERA Open, Vol. 2, No. 3, pp. 1–18 DOI: 10.1177/2332858416655766
Lokken, G. (2000). Toddler peer culture: The social style of one and two year old body subjects in everyday action. Doctoral dissertation, Department of Education, Faculty of Social Sciences and Technology Management, Norwegian University of Science and Technology, Trondheim.
Margetts, K. (2002). Transition to school — Complexity and diversity. European Early Childhood Education Research Journal, 10(2), 103–114. https://doi.org/10.1080/13502930285208981
McTavish, M., Streelasky, J. & Coles, L. (2012). Listening to Children’s Voices: Children as Participants in Research. IJEC 44, 249–267. https://doi.org/10.1007/s13158-012-0068-8
Md Nor, M., Palaniappan, A. K., & Arshad, M. (2008). Factor influencing transition from home through preschool to primary school. Conference paper in Research in Education. https://eprints.um.edu.my/9123/1/All.pdf
Miller, K. (2014). From Past to Present: How Memories of School Shape Parental Views of Children’s Schooling. International Journal of Early Years Education. 1 (19). DOI:10.1080/ 09669760.2014.992869.
Miller, L. (2014). Crossing The Transition Border: International Insights Into The Experiences Of Transition To School. International Journal of Early Years Education, 22(1), 77-78.
Mollborn, S. (2016). Young Children's Developmental Ecologies and Kindergarten Readiness. Demography, 53(6), 1853–1882. https://doi.org/10.1007/s13524-016-0528-0
Petriwskyj, A., & Grieshaber, S. (2011). Critical Perspectives on Transition to School. Reframing the debate. p.84-95. Springer.
Pianta, R.C., Rimm-Kaufman, S. E., & Cox, M. J. (1999). An Ecological Approach To Kindergarten Transition. Baltimore, MD: Paul H. Brookes, Publishing.
Ponizovsky-Bergelson, Y., Dayan, Y., Wahle, N., & Roer-Strier, D. (2019). A Qualitative Interview With Young Children: What Encourages or Inhibits Young Children’s Participation? International Journal of Qualitative Methods, 18. https://doi.org/10.1177/1609406919840516
Puccioni, J. (2014). Parents’ Conceptions of School Readiness, Transition Practices, and Children’s Academic Achievement Trajectories. The Journal of Educational Research, 108(2), 130–147. https://doi.org/10.1080/00220671.2013.850399
Puccioni, J. (2018). Examining Parents’ And Teachers’ Beliefs About School Readiness. Early Child Development and Care, 188(7), 931-947.
Puccioni, J. (2018). Understanding how kindergarten teachers’ beliefs shape their transition practices. The School Community Journal, 28(1), 249–272.
Recchia, S. L., & Dvorakova, K. (2012). How Three Young Toddlers Transition From An Infant To A Toddler Child Care Classroom: Exploring The Influence Of Peer Relationships, Teacher Expectations, And Changing Social Contexts. Early Education and Development, 23(2), 181–201. https://doi.org/10.1080/10409289.2012.630824
Richardson, L. (1996). A new beginning: Transition to school. Australian Journal of Early Childhood, 21(4), 25-28.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education, Vol. 2, pp. 102–119. New York, NY: Macmillan.
Rimm-Kaufman, S. E., & Pianta, R. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511. https://doi.org/10.1016/S0193-3973(00)00051-4
Rinaldi, C. (2005). Documentation and assessment: what is the relationship?. In A. Clark, A. Kjørholt & P. Moss (Ed.), Beyond listening: Children’s perspectives on early childhood services (pp. 17-28). Bristol, UK: Policy Press. https://doi.org/10.56687/9781447342403-005
Salmi, S. & Kumpulainen, K. (2019). Children's experiencing of their transition from preschool to ?rst grade: A visual narrative study. Learning, Culture and Social Interaction, 20, p. 58-67. https://doi.org/10.1016/j.lcsi.2017.10.007
Sanchez, S., & Thorpe, E. (1998). Discovering meanings of continuity. Zero to three, 18(6), 1-6.
Smith, A., Duncan, J., & Marshall, K. (2005). Children’s perspectives on their learning: exploring methods. Early Child Development and Care, 175(6), 473–487. https://doi.org/10.1080/03004430500131270
Thomson, P. (2015). The first day of school: A transitioning experience. Early Childhood Education Journal, 43(4), 281-289.
Thomson, R. (2015). Connecting Communities: An Ecological Approach for Preschool to Kindergarten Transition. ProQuest.
Urbina-Garcia, A. (2019). Preschool Transition in Mexico: Exploring teachers’ perceptions and practices. Teaching and Teacher Education, 85, pp. 226-239, Elsevier. https://doi.org/10.1016/j.tate.2019.06.012
Urbina-Garcia, A. (2019). Starting school: What do new children need? Early Child Development and Care, 189(11), 1807-1820.
Webb, G., Knight, B. A., & Busch, G. (2017). Children’s transitions to school: ‘So what about the parents’? or ‘So, what about the parents’? International Journal of Early Years Education, 25(2), 204–217. https://doi.org/10.1080/09669760.2017.1301808
Webb, L., Knight, B., & Busch, G. (2017). The transition to school: What helps children and what hinders them? Australasian Journal of Early Childhood, 42(2), 16-24.
Winter, S. M. (2011). Culture, Health, and School Readiness in Transitions to Early Care and Education. Springer. https://doi.org/10.1007/978-94-007-0573-9_11
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Yih Wern See, Ishak Zahari, Abdul Rahman Mohd Nazri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
The author holds the copyright and grants the journal the right of first publication of the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 License which allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
All material contained on this site is protected by law. It is prohibited to cite part or all of the contents of this website for commercial purposes without the approval of this journal's editorial board.
If you find one or more articles contained in EDUCARE: Journal of Primary Education that violates or has the potential to violate your copyright, please report it to us via email at Principle Contact.
The formal legal aspect of access to any information and articles listed on this journal website refers to the terms of the Creative Commons Attribution-Share-Alike (CC BY-SA) license.
All Information contained in EDUCARE: Journal of Primary Education is academic. EDUCARE: Journal of Primary Education is not responsible for any losses incurred due to misuse of information from this site.
1.png)
