ATTAINABILITY OF APPROPRIATE TRANSITION FROM EARLY CHILDHOOD DEVELOPMENT (ECD) TO PRIMARY SCHOOL: LESSONS FROM KAMWENDO ZONE SCHOOLS IN MCHINJI DISTRICT

Main Article Content

AGATHA BWEZANI
LAMECH CHIMPHERO
https://orcid.org/0000-0002-4605-4552
ZIOLIRE NAMONDWE
LLOYD NYIRENDA

Abstract

Primary schooling is perceived to be the most important transition in a child's life, particularly in class one. However, studies have shown poor implementation in Kamwendo Zone. This study assessed factors influencing this problem in this area. The specific focus was on identifying roles played by parents and teachers in children’s transition process and measuring the availability of resources used in ECD centres and primary schools. A mixed-method approach and a survey method were used. 36 parents and caregivers, 5 primary school teachers and 5 head teachers were sampled. The purposive sampling technique was employed. A structured questionnaire was used for parents and caregivers while a semi-structured one was used for teachers. Results show that 77% of both parents and teachers are involved in children’s affairs at both ECD and primary levels. Several activities are done at the ECD level than at the primary one. Inadequate handovers from caregivers to class one teachers were poorly done. Hence both caregivers and primary teachers should hand over properly. Class one teachers to undergo refreshers courses, playing materials be available in primary schools.

Keywords:
Transition, Early Childhood Development (ECD), material resources, parents involvement

Article Details

How to Cite
BWEZANI, A., CHIMPHERO, L., NAMONDWE, Z., & NYIRENDA, L. (2022). ATTAINABILITY OF APPROPRIATE TRANSITION FROM EARLY CHILDHOOD DEVELOPMENT (ECD) TO PRIMARY SCHOOL: LESSONS FROM KAMWENDO ZONE SCHOOLS IN MCHINJI DISTRICT. Journal of Global Research in Education and Social Science, 16(1), 4-13. Retrieved from https://ikpresse.com/index.php/JOGRESS/article/view/7641
Section
Original Research Article

References

Hendrick J, Weissman P. The whole child. Developmental education for the early years. Upper Saddle River: NJ: Pearson Education Inc; 2010.

Fabian H, Dunlop A. Transtion in the Early Years-Debating continuity and progression for children in early education. New York: Routledge Falmer; 2002.

Kagan S, Neuman M. Lessons from three decades of transition research. The Elementary School Journal. 1999;98(4):365-380.

UNESCO. Links between early childhood development and education and primary education. Paris : UNESCO Education Sector; 1996.

UNESCO. EFA Global Monitoring Report 2008: Education for All by 2015- Will we make it; 2007.

Ravishankar V, El-Kogali S, Sankar D, Tanaka N, Rakoto-Tiana N. Primary Education in Malawi: Expenditure, Services Delivery, and Outcome. Washington: World Band Group; 2016.

DAPP. Comunity Development.

Available:https://www.dapp-malawi.org/blog/community-development; 2019.

HEART. Primary education intervetions in Malawi. HEART; 2016.

Cowan PA, Hetherington M. Family Transitions. Lawrence, New Jersey: Erlbaum Associates; 1991.

Marphatia AA, Edge K, Legault E, Archer D. Politics of participation: parental support for children’s learning and school governance in Burundi, Malawi, Senegal and Uganda. London: Institute of Education and ActionAid; 2010.

Seifert KL. Parents and Teachers: Can They Learn From Each Other? Canada: University of Manitoba; 1992.

Smith K. A study of Mother’s Perceptions and Practices of Kindergarten Readiness. (Master Thesis); 2012.

Evans MA, Shaw D, Bell M. Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology. 2000;54:65-75.

Finn JD. Parental engagement that makes a difference. In Educational Leadership. 1998;55:20-24.

UNICEF. Child-friendly school manual. New York: United Nations Children’s Fund; 2007.

Hännikäinen M, Rasku-Puttonen H. Promoting children’s participation: the role of teachers in preschool and primary school learning sessions. 2010;30.

Lee Y, Kinzie MB, Whittaker JV. Impact of online support for teachers’ openended questioning in pre-k science activities. Teaching & Teacher Education. 2012;28(4):568-577.

Dobb-Oates J, Kaderavek JN, Guo Y, Justice LM. Effective behavior management in preschool classrooms and children’s task orientation: Enhancing emergent literacy and language development. Early Childhood Research Quarterly. 2011;26:420-429.

Brostrom S. Communication and Continuity in the Transition from Kindergarten to School in Denmark. In H. Fabian and A. Dunlop (eds.). Transitions in the Early Years: Debating Continuity and Progression for Children in Early Education; 2002.

Fabian H, Dunlop AW. Outcomes of good practice in transition processes for children entering primary school. Working paper no. 2007;42.

Krogh SL. Educating young children: Infancy to grade three; 1994.

Johnson RB, Onwuegbuzie AJ, Turner LA. Toward a definition of mixed methods research. Journal of Mixed Methods Research. 2007;1(2):112-133.

MOE. What education For All is about. Nairobi: Government Government; 2007.

MOE. Child Friendly schools. Manual UNICEF Government Printers; 2010.