The transition of children from kindergarten to first grade: support for children and families
DOI:
https://doi.org/10.62928/kp.v15i1.6063Abstract
The transition from kindergarten to first grade is a key stage in the development process of children, which requires comprehensive preparation to enable them to successfully adapt to the new school environment. Supporting the physical, intellectual and emotional development of children in preschool age is essential to help build resilience, intelligence, awareness and productivity. This process, which includes a comprehensive approach, equips children with the necessary skills to face new challenges and to start their educational journey in a calm and safe manner. The purpose of this research was to analyze the transition of children from preschool to first grade, examining educational, psychological and family support. The research was conducted during 2024 and used a mixed approach that combined quantitative and qualitative methods. The population included 81 parents, 12 educators and 38 teachers, each with their own questionnaire. Data were collected through questionnaires distributed in physical form, while statistical analyses included demographic analysis, linear regression, anova and pearson correlation to assess the impact of various factors on children's adaptation. The results show that structured activities and interactive activities help facilitate children's transition to school, creating better opportunities for their preparation and adaptation. Emotional and social activities contribute to creating a welcoming environment, improving children's preparation and adaptation in first grade. These practices accelerate the transition and support the importance of managing uncertainty during this period.
Keywords:
Preschool activities, children's readiness, school transition, educational perspectives, the role of parents.Downloads
References
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Aurpi, A. (2024). Parental perceptions of the effect of Pre-primary schooling on the socio-emotional development of 3-4-year aged children (Ph.D. dissertation). Brac University. http://dspace.bracu.ac.bd/
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Coogle, C. G., Storie, S., & Rahn, N. L. (2022). A framework for promoting access, increasing participation, and providing support in early childhood classrooms. Early Childhood Education Journal, 50, 867-877. https://doi.org/10.1007/s10643-021-01225-5
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References
Aurpi, A. (2024). Parental perceptions of the effect of Pre-primary schooling on the socio-emotional development of 3-4-year aged children (Ph.D. dissertation). Brac University. http://dspace.bracu.ac.bd/
Baldwin, C. N. (2011). School readiness: Parent perceptions, behaviors, and child ability related to ethnicity and socioeconomic status. Early Childhood Education Journal, 39(5), 395–402. https://doi.org/10.1007/s10643-011-0452-3
Coogle, C. G., Storie, S., & Rahn, N. L. (2022). A framework for promoting access, increasing participation, and providing support in early childhood classrooms. Early Childhood Education Journal, 50, 867-877. https://doi.org/10.1007/s10643-021-01225-5
Erikson, E. H. (1963). Childhood and society. Norton. Available at: Open Library
Fan, X., D’Amico, L. K., Kilburn, J., Jones, A., Richard, C., Zollars, L., ... Johnston, D. (2023). Perspectives of parents and caregivers on kindergarten readiness: A focus on the impact of a summer transition program. International Journal of Early Childhood, 1–29. DOI: 10.1007/s13158-023-00320-5
Gjelaj, M. (2013). Effects of Preschool Education in Preparing Children for the First Grade in Terms of Linguistic and Mathematical Development. Creative Education, 4, 263–266. https://doi.org/10.4236/ce.2013.44039
Gjelaj, M. (2014). Efektet e Edukimit Parashkollor në Gatishmërinë për në Shkollë (PhD dissertation). Universiteti i Prishtinës.
Jahreie, J. (2023). Early childhood education and care teachers’ perceptions of school readiness: A research review. Teaching and Teacher Education, 135, 104353. https://doi.org/10.1016/j.tate.2023.104353
Mamadzhanova, K. (2024). Psychological and Pedagogical Training of Children for School Readiness: A Comprehensive Approach. Holders of Reason, 4, 13–23. DOI: 10.18323/hr.2024.04023
MAShT. (2011). Standardet e zhvillimit dhe të mësuarit në fëmijërinë e hershme 0-6 vjet. Prishtinë.: http://masht.rks-gov.net
MAShT. (2016). Kurrikula bërthamë për klasën përgatitore dhe arsimin fillor. Prishtinë. https://masht.rks.gov.net/uploads/2016/03/Kurrikula_berthame_klasa_pergatitore_arsimi_fillor.pdf
MAShT. (2022). Aktivitetet e Arsimit 2022-2026. Prishtinë. https://masht.rks.gov.net/uploads/2022/09/Aktiviteta-e-Arsimit-2022-2026.pdf
MAShT. (2023). Kurrikula për Edukimin në Fëmijërinë e Hershme në Kosovë: Versioni i fazës pilotuese. Prishtinë. https://masht.rks.gov.net/uploads/2023
Piaget, J. (1954). The construction of reality in the child (M. Cook, Ed.). Basic Books. https://doi.org/10.1037/11168-000
Polat, Ö., & Bayındır, D. (2022). The relation between parental involvement and school readiness: The mediating role of preschoolers’ self-regulation skills. Early Child Development and Care, 192, 845–860. https://doi.org/10.1080/03004430.2020.1779594
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard University Press. Available at: Harvard University Press.
Zuna-Deva, A. (2003). Edukimi i Parashkollorit në Familje. Biblioteka Kombëtare dhe Universitare e Kosovës. Biblioteka Kombëtare dhe Universitare e Kosovës.
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