Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.643656
Title: Transition from preschool to first grade primary school in Mexico : the perceptions of teachers, headteachers and parents
Author: Urbina Garcia, Miguel Angel
ISNI:       0000 0004 5355 1041
Awarding Body: University of York
Current Institution: University of York
Date of Award: 2014
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Abstract:
Transition from preschool to first grade primary school has been an important topic for worldwide researchers concerned about the promotion of an effective adaptation process for children entering primary school. Studies have highlighted the importance of this process for children’s academic and personal development. The main aim of this study was to explore the perceptions of transition between preschool and first grade primary school held by teachers, headteachers and parents in the public education system in Mexico City. A questionnaire was developed based on previous transition studies and administered to a sample 15 preschool and 15 primary school teachers. A semi-structured interview was conducted with five parents from preschool and primary school and five headteachers from preschool and primary school in Mexico City. Overall, the results revealed that teachers moderately used some practices (e.g., creating children´s portfolio), whilst some practices were rarely used (e.g., primary school visits). Teachers rarely carry out activities with families and other teachers. Teachers’ reported children´s problems mostly focused on behaviour and following directions. Working in the same school for a number of years, predicted more family involvement in school matters. Preschool teachers who attended more specialised courses reported more children´s problems. Parents and headteachers are aware of this transition and concerned about children’s lack of academic skills; however neither group employs a range of effective transition practices to support children. These findings are in line with the international literature, however, further research is needed to address particularities in Latin American contexts. Findings from this study open a window for further research in Mexican educational settings focused on current educational policy reforms. Implications are discussed for research, policy and practice.
Supervisor: Kyriacou, Chris Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.643656  DOI: Not available
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