This research was aimed at exploring children's perceptions and experiences of school entrance from children's points of view. It described the children's experiences of school adjustment including children's perception of elementary school entrance.
My methodology was a qualitative research and...
This research was aimed at exploring children's perceptions and experiences of school entrance from children's points of view. It described the children's experiences of school adjustment including children's perception of elementary school entrance.
My methodology was a qualitative research and mainly focused on interviews with children, mothers, and both kindergarten and elementary school teachers. The main subjects were five to six year old children and in addition, six mothers, three kindergarten teachers, and five elementary school teachers participated. The period for collecting data was from February 12 to April 18, 2016. The research results can be summarized in three: children’s perception of transition from kindergarten to school, children’s experience of elementary school entrance from their points of view, and children’s requirements for successful adjustment at transition from school to school.
First, children generally had a positive expectation for school entrance including elementary schol teachers and physical environments of school had concerns about regulations and school attendance.
Second, children’s experience of elementary school entrance was ambivalent showing both happiness and anxiety. It can be summarized in five.
(1) Children’s optimistic perception about elementary school teachers, learning, peers and physical environments made their adjustment more positive.
(2) Children were enjoying everyday’s new experiences in school life and new experiences even caused their formation of confidence.
(3) Children had difficulty in observing stricter regulations, being punctual at school, being independent, and lacking of their stamina.
(4) children’s early adjustment was also influenced by out-of-school experiences as the stress from children’s private education and parenting attitude affected children’s adjustment.
Third, children’s requirements for successful school transition was related with teachers, school environments, and parents. That is, Teacher-related requirements included support for study and peer relationship, consideration for difficult tasks and mistakes, and time for play; school-related ones were more diverse playing tools and the floor in classroom for play; parents-related ones included help with tripping to and from school, mother’s psychological support, appropriate private education.
According to previous researches, children difficulties with transition to school were related to teachers, study, regulations, physical surroundings, whereas this research found children’s positive perception helped their adjustment and out of school experiences like stress from private education and parenting attitudes affected their adjustment.
This research tried to understand children’s experience of school entrance from their points of view and listened to both kindergarten and elementary school teachers and parents to consider children’s ecological contexts. This research can contribute to enhancing children’s practical continuity between kindergarten and elementary school and considering children’s points for their adjustment at transition from kindergarten to school.
This research was aimed at exploring children's perceptions and experiences of school entrance from children's points of view. It described the children's experiences of school adjustment including children's perception of elementary school entrance.
My methodology was a qualitative research and mainly focused on interviews with children, mothers, and both kindergarten and elementary school teachers. The main subjects were five to six year old children and in addition, six mothers, three kindergarten teachers, and five elementary school teachers participated. The period for collecting data was from February 12 to April 18, 2016. The research results can be summarized in three: children’s perception of transition from kindergarten to school, children’s experience of elementary school entrance from their points of view, and children’s requirements for successful adjustment at transition from school to school.
First, children generally had a positive expectation for school entrance including elementary schol teachers and physical environments of school had concerns about regulations and school attendance.
Second, children’s experience of elementary school entrance was ambivalent showing both happiness and anxiety. It can be summarized in five.
(1) Children’s optimistic perception about elementary school teachers, learning, peers and physical environments made their adjustment more positive.
(2) Children were enjoying everyday’s new experiences in school life and new experiences even caused their formation of confidence.
(3) Children had difficulty in observing stricter regulations, being punctual at school, being independent, and lacking of their stamina.
(4) children’s early adjustment was also influenced by out-of-school experiences as the stress from children’s private education and parenting attitude affected children’s adjustment.
Third, children’s requirements for successful school transition was related with teachers, school environments, and parents. That is, Teacher-related requirements included support for study and peer relationship, consideration for difficult tasks and mistakes, and time for play; school-related ones were more diverse playing tools and the floor in classroom for play; parents-related ones included help with tripping to and from school, mother’s psychological support, appropriate private education.
According to previous researches, children difficulties with transition to school were related to teachers, study, regulations, physical surroundings, whereas this research found children’s positive perception helped their adjustment and out of school experiences like stress from private education and parenting attitudes affected their adjustment.
This research tried to understand children’s experience of school entrance from their points of view and listened to both kindergarten and elementary school teachers and parents to consider children’s ecological contexts. This research can contribute to enhancing children’s practical continuity between kindergarten and elementary school and considering children’s points for their adjustment at transition from kindergarten to school.
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