Pre-school to Primary Education: Teacher Perceptions of Children’s Needs and the Influence of Aistear on Children’s Transitions.
Citation:Sorcha Boyne, 'Pre-school to Primary Education: Teacher Perceptions of Children’s Needs and the Influence of Aistear on Children’s Transitions.'
Sorcha Boyne PMEpdf.pdf (Thesis) 1.026Mb
This research project, Pre-school to Primary Education: Teacher perceptions of children’s needs and the influence of Aistear on children’s transitions, is a small-scale dissertation exploring infant teachers lived experienced, attitudes and perceptions on the transition from pre-school to primary school in Ireland. This study uses a qualitative research method, having employed the use of semi structured interviews to gather sufficient data for the research. Eight participant infant teachers were selected to be interviewed, contributing greatly to the research. Findings from the analysis of the data gathered showed there is a lack of communication between the pre-school and primary school in the transfer of information on children. The findings also suggested that core skills and dispositions such as social skills, communication skills and independence were key features of school readiness, thus ensuring a smooth transition into formal schooling. The Aistear curriculum framework proved have a significant influence in children’s transitions in terms of developing skills and dispositions and the implementation of a playful pedagogy. Finally, children commencing formal schooling at a younger age emerged as a factor inhibiting successful transitions from pre-school to primary school. This study explores the lived-experiences, beliefs and attitudes of teachers toward the transition from pre-school to primary school, while building on the current body of knowledge which already exists from previous studies.
Author: Boyne, Sorcha
Qualification name:Professional Master of Education
Type of material:Thesis
Availability:Full text available
Keywords:Research Subject Categories