Perspectives and Approaches of Kindergarten Teachers, First Grade Teachers, and Kindergarten Parents toward Kindergarten Children’s Readiness for Elementary School

• Main Authors: Wen-chun Chang, 張玟君
• Other Authors: Ya-ling Chen
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/66462578900733360900

碩士 === 國立屏東教育大學 === 幼兒教育學系 === 100 === The main purpose of this study is to understand what ability that kindergarten children should obtain through perspectives of and approaches taken by kindergarten teachers, first grade teachers and kindergarten parents. In this study, semi-structured interviews were conducted for data collection in gathering opinions of kindergarten teachers, first grade teachers and parents. A total of four kindergarten teachers (three from public sector and one from the private), three first grade teachers and two parents were interviewed for the study. Teachers and parents believed that children are required to have the following abilities during their kindergarten stage. (A) The ability to handle themselves. Kindergarten teachers focused on issues of basic living skills, stationery tool operations and tidiness, self-independences, peer interactions and following disciplines in a group. First grade teachers thought that children should possess basic etiquette, cleaning skills, proper interpersonal interactions, respects to teachers, instilling proper concepts of self-protection to the kindergarten children. Kindergarten parents believed that children should be able to use the wipe up themselves after going to the bathroom, not being picky about food, and also being able to organize their own rooms. (B) Language skills. Kindergarten teachers wished that children were able to express their ideas and maintain a proper interaction with peers through their language expressions. First grade teachers thought that children must have social abilities among peers, be able to completely describe an incident, and maintain a joyful mood. Kindergarten parents thought that children should be able to complete tasks assigned by teachers and maintain a good interpersonal relationship with others. (C) Reading ability. Kindergarten teachers considered that a good reading habit should be established through parent-child interaction. They suggested children could start from reading related pictures to reinforce their reading ability and habit. First grade teachers believed that simple words recognition is necessary when reading street signs and titles of children storybooks. Kindergarten parents wished for their children to learn Chinese phonetic symbols, Three-Character Classic (San Zi Jin), Standards for Students (Di Zi Gui) and Tang Poems (Tang Shi). (D) Ability with numbers. Kindergarten teachers believed that children should be able to count from 1 to 100, solve simple math addition and subtraction within 10, identify basic shapes and colors. First grade teachers suggested that children should be able to count from 1 to 100, solve addition and subtraction problems within 10, read a clock, compare big or small, low or high, more or less. Kindergarten parents thought that children should have the ability to count from 1 to 100, solve addition and subtraction problems within 20 and be able to use simple coins and read price of goods in their daily life. (E) Academic learning ability. In learning Chinese phonetic symbols, private kindergarten teachers would primarily focus on symbol recognition and treat writing as a supporting skill; on the other hand, public kindergarten teachers wished that children could read aloud the phonetic symbols at the reading corner. First grade teachers believed that children should be able to read simple text from children’s picture books and street signs. Kindergarten parents hoped that when children graduated from kindergarten they should be able to blend the sounds and read. Based on the above findings, the researcher of the study provides suggestions for reference to education administration sectors, schools, kindergarten teachers, first grade teachers and kindergarten parents. Keywords: kindergarten and first grade transition, readiness, kindergarten, early childhood education