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What Matters?: A Case Study of Primary School Teachers' Perspectives on Transition to School

What Matters?: A Case Study of Primary School Teachers' Perspectives on Transition to School

Aihua Hu
Copyright: © 2021 |Pages: 17
ISBN13: 9781799844358|ISBN10: 1799844358|ISBN13 Softcover: 9781799855880|EISBN13: 9781799844365
DOI: 10.4018/978-1-7998-4435-8.ch010
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MLA

Hu, Aihua. "What Matters?: A Case Study of Primary School Teachers' Perspectives on Transition to School." Supporting Children’s Well-Being During Early Childhood Transition to School, edited by Sanja Tatalović Vorkapić and Jennifer LoCasale-Crouch, IGI Global, 2021, pp. 205-221. https://doi.org/10.4018/978-1-7998-4435-8.ch010

APA

Hu, A. (2021). What Matters?: A Case Study of Primary School Teachers' Perspectives on Transition to School. In S. Tatalović Vorkapić & J. LoCasale-Crouch (Eds.), Supporting Children’s Well-Being During Early Childhood Transition to School (pp. 205-221). IGI Global. https://doi.org/10.4018/978-1-7998-4435-8.ch010

Chicago

Hu, Aihua. "What Matters?: A Case Study of Primary School Teachers' Perspectives on Transition to School." In Supporting Children’s Well-Being During Early Childhood Transition to School, edited by Sanja Tatalović Vorkapić and Jennifer LoCasale-Crouch, 205-221. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4435-8.ch010

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Abstract

This chapter uses a case study to explore Chinese primary school teachers' perspectives on students' overall performance in their transition to primary school and what has been and can be done to make the transition experience better for all children. Open-ended questionnaires, documents, and interviews are the major data sources triangulated by observations, photos of the school environment, and displays of activities. Both quantitative and qualitative content analysis are utilized to analyze the collected data. Findings indicate that children's emotional, interpersonal, intrapersonal, and behavioral as well as preschool academic skills matter in transition. Learning habits and self-care abilities are especially identified as what most children lack and the important aspects they need to be equipped with. Besides individual skills, involvement and collaboration of the significant institutions, namely kindergartens, families, and their primary schools, are of great importance. While identifying good practices, the responding teachers also offer suggestions for improvement.

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