Women`s University in Africa, 188 Sam Nujoma, Harare, Zimbabwe
Abstract
The study focused on challenges and gaps faced by
children during the transition period from
early childhood development (ECD)
to primary education and possible solutions to them .It adopted the
Qualitative methodological
approach through the use of Focus Group
Discussions
with Councillors, Education
Officials, Child Care Workers, Chiefs, Parents and Teachers. Document
analysis provided an additional
layer of transition practices in
the Zimbabwean Ministry of
Primary and
Secondary Education through the analysis of various
circulars, ECD syllabus and the Early Reading Initiative Modules for ECD A and B. Data analysis was done according to emerging
themes and descriptive statistics. The study covered two districts of Zimbabwe
namely: Goromonzi and Marondera .
Participants were purposively sampled on
the basis of characteristics relevant to transitioning of children from Early
Childhood to formal Education. Participants included: Councillors, Education
officials, child care workers ,
chiefs, parents and teachers. A total of fifteen schools from each
district were randomly selected. Findings
from the study showed that participants
were not aware of the
policy on transition and as such
are likely not to follow the demands of the policy when teaching children.
It was also very clear from the
responses that the participants are aware of the importance of the
transitioning period to the
child. Lack of qualified teachers and expertise
were cited as a challenge by
participants. The study also
found out that lack of resources (material)
is another challenge which
affects successful transitions. Participants
also cited anxiety and
withdrawal, difficulty in working
independently and following
instructions, difficulty with behaviour
regulation (such as the ability to
delay gratification, ) and reluctance or refusal to attend school as challenges . Distance travelled by
children posed problems
for children . Lack of commitment by some parents in the
transition process
was also found by the study to be a
challenge. Findings also revealed that a
number of stakeholders are
important for effective transitioning of children which
include: teachers, parents,
community, Government through its
different ministries, health workers and non-Governmental
Organisations.
Key Words: Transition, Early Childhood learning, gaps,
challenges, Primary education.
Introduction
Dunlop and Fabian (2002:148) define
transition[2] as
“the passage from one place, stage, state, style or subject to another over
time”. The definition encompasses the development of all the domains which
include physical, social, emotional, cognitive, language and spiritual The
early years of a child are critical as they lay the foundation for children`s
cognitive, personal, social, emotional and physical development. As they
develop, children transition from one stage of learning to another. Transitions
offer opportunities for children to learn how to manage change in a positive
way. Docket and Perry (2007) see transition from Early Childhood Development
(ECD) to primary school as an important challenge for children and that their
successful passage will bring with it an opportunity for children to grow,
learn and equip them to be more resilient in the future. Children experience
many big and small transitions in life. However, their transition from (ECD) to
formal education is a major event in the lives of families and children. It can
be a time for excitement for everyone involved. For some children it can be a
time to master new skills. At the same time,
for some children it can be a time for uncertainty and concern about the
unknown as one leaves old friends and teachers, meaning it is a time for
separation from safe, familiar and loving setting and venturing into the
unfamiliar. While this may be exciting for some, this unfamiliarity may also
bring with it a number of challenges such as anxiety and fear. Such challenges may have far reaching impacts
on the way the child progresses with formal education.. It is important to give
attention to children’s transition because this is the time when systems can
make or break children.
2.0 Literature Review
In
Zimbabwe the transition period for an ECD child was not regarded as critical
from independence up to 1988. The Ministry of Community Development and Women’s
Affairs housed the ECD programme which was known as Early Childhood Education
and Care or ECEC. Parents volunteered and took turns to take care of children
while mothers engaged in income generating projects like sewing school
uniforms, baking bread, growing vegetables among others. The settings were
treated as play groups and later on evolved into feeding points where children
only assembled to get food prepared by mothers. Given the above scenario in
Zimbabwe there was continuity from the ECD settings to primary schools in terms
of only the social and physical
development of the child. The child learnt to interact and mix with others.
However, there was a gap in terms of development in the other domains which
included emotional, intellectual and spiritual development, thus transition
from the ECD settings to primary schools lacked continuity and development of
school readiness on the side of the child. In 1988, the programme moved to the then
Ministry of Education because an educational component had been added. The
transition period was again not recognized as very critical at this point
because semi-skilled teachers would man the classes (Nziramasanga, 1999 &
Dyanda, Mudukuti and Kuyayama, 2005).
In 2004 a policy pronouncement was made that
required primary schools to attach an ECD class in 2005 that would graduate
into Grade One in 2006. The Secretary’s Circular 14 of 2004 was developed which
required the ECD classes to be manned by appropriately qualified teachers. The
Director`s Circulars 12 of 2005, 48 of 2007 and the Statutory Instrument 106 of
2005 were developed which gave guidelines on the implementation of the ECD
programme. In light of these policy pronouncements there was a yawning gap
between policy and practice. Generally, primary schools were not ready for the
ECD children with respect to classrooms, toilets, furniture and appropriately
qualified teachers. The environment was unfriendly
to ECD children and this affected the smooth transition from ECD to Grade One.
As a way of commitment to transitioning of ECD children, the government started
training ECD teachers at Primary Teachers Colleges. The government wanted
teachers who were skilled and equipped to handle ECD children so that they
could transition from ECD to Grade One successfully. In 2010, an ECD curriculum
was developed which combined ECD A and B. The combination of the ECD A and B
curriculum created a gap for a smooth transition because most ECD teachers
failed to interpret the curriculum. They could not grade the activities
according to ECDA and B classes. The activities taught to ECD A were the same
activities taught to ECD B children and this resulted in children`s learning
becoming redundant and boring.
Children’s
development and readiness for school are determined and influenced by a number
of factors at the level of the child and in the surrounding environment which
may include socioeconomic status, home learning environment and schools’
readiness for children. The socioeconomic status of the family affects
children’s health, intellectual capabilities, academic achievement and behavior
positively or negatively. For example, family poverty may result in children
being malnourished and such children are less engaged in their environments,
less active and have shorter attention span than their well-nourished
counterparts (Grantham-McGregor et al 2007). UNESCO (2007) posits that many
poor children never enter school while on the other hand, other children enroll
but are unable to successfully transition into the school environment as they
are likely to perform poorly, repeat grades or drop out of school at high rates
( Arnold et al, 2007). Such children have disadvantaged learning environments
in their homes and generally begin school with less language than peers from
higher income backgrounds (Pikulski and Templeton, 2004). Studies have shown
that support from a caregiver during the early years results in children’s
greater social competence, fewer behavioural issues and enhanced cognitive
skills in schools (World Health Organization, 2004). This suggests that even in
contexts of poverty, parents can find ways to give their children a healthy and
good start in their early years. Schools that are ready for children provide an
environment in which all children are able to learn. Research has suggested
that children’s initial academic and social success at school can lay the
foundation for their long-term adjustment and progress, leading to a cycle of
achievement success (Fabian and Dunlop, 2007). However, schools are not often
ready for children, in that they fail to provide an environment which enables
all children to learn effectively which include teacher capacity among others.
2.2 Theoretical Framework
This
study draws from Dewey’s theory on continuity of experience in education and the
Ecological and Dynamic Model of Transition. According to Dewey, what the child
has learned in the way of knowledge and skill in one situation becomes an
instrument of understanding and dealing effectively with the situations which
follow. He also claims that every experience takes up something from those
which have gone before and modifies in some way the quality of those which come
after. The theory implies that what has been acquired by the child at one level
of education will be carried over to the next level of education. Thus, it is
the task of the teacher to give children work founded in their earlier
experience and to create connections to the new one. This suggests that the
curricular for early learning and Grade One should have a link so that there is
continuity in learning by the child and this can ensure smooth transition from one
level to another. Only then will new experiences become educational. This
theory is relevant because it emphasizes on the links and relationships between
school levels.
Based
on Bronfenbrenner`s model, Rimm-kaufman and Pianta (2000) proposed the
Ecological and Dynamic Model of Transition as a theoretical framework in which
Early Childhood Development can be framed in order to understand and analyse
the interactions and relationships occurring during the transition period
(Stormshak and Goodman, 2002). The model is based upon a complex set of
elements and variables involved in the transition period and further highlights
the importance of this idea by arguing that the development of this ecology
itself is a key focus for understanding transition processes and outcomes.
Dockett and Perry (2001) posit that in an ecological model, a child’s
transition to school is understood in terms of the influence of contexts (for
example the family, school, community) and the connections among these contexts
(e.g. family-school relationships) at any given time. Early Childhood
Development children experience a physical change when entering the first grade
of the primary school. This represents a major challenge, not only because they
are no longer in a familiar environment / setting and have to adapt to a new
one, but because the interrelations they used to have completely change.
Children`s relationships change when they leave the social connections they
used to have (for example group of friends and teachers) in preschool. In
addition by the end of the Early Childhood Development year, they have already
established a close relationship with the teacher who has become a significant
figure. Moreover, a home-school link already established will suffer a
significant shift. Thus, in this model it is implied that there is
discontinuity in learning by the child and this is likely to negatively affect
the child’s transition. In such a situation, there exists a gap that may affect
the smooth transition of the child from one level to another that needs to be
addressed by the curricular that are linked and overlapping. This theory was
chosen because it emphasises on the importance of links and relationships
within contexts and their impact on the transition of the child.
Essentially,
the two theories do appreciate that knowledge and skills cannot be acquired in
a social vacuum but through a web of relationships or context in which the
child finds him/herself in. Given this understanding, it can therefore be
safely argued that the said theoretical frameworks meaningfully inform this
study.
During
the transition period, children can face new challenges. They need to adapt not
only to a new physical environment but also make new friends and establish a
new relationship with the new teacher and adults involved. In addition, they no
longer have the opportunity to play. Instead they have to show and use their
academic skills to fulfill the requirements of an outcome. –based pedagogy
(Docket and Perry, 2007). In addition, a new parent-teacher relationship will
have to be established because parents are the first and natural teachers of
their children. A parent and a teacher in the transition of a child from ECD to
primary school, by way of an analogy should be like the left and right
hand-both need to what is happening. These are not easy tasks (arguably they
are not easy for parents and teachers either) and require a set of cognitive,
social and emotional skills that children may or may not have depending on a
number of variables such as early educational experiences and family
background. A number of studies have highlighted a range of physical, cognitive,
social and emotional elements to consider during this shift. One of the key
elements of this model are the links and interconnections that need to be
established among the child, school, teachers, parents and neighbourhood in
order to tackle the challenges that transition represents (Arnold et.al, 2008).
3.0
Methodology
This study adopted the Qualitative
methodological approach. The approach was
adopted largely due to the nature of the
study which sought to elicit the views, perceptions,
opinions and knowledge of key informants
on the challenges that are encountered during the
transitioning period. Qualitative
research is associated with the provision of rich information
from the participants. Capturing the challenges and gaps of the
transitioning of
ECD children to primary education essentially calls for such a methodology.
3.2
Sample.
The sample for the study comprised of
ECD teachers, Officials from the Ministry of Primary and
Secondary Education from the districts, Ward councilors, Child
care workers, chiefs and the
School
Development Committee members (community).
3.3
Sampling Procedure
The councilors, chiefs, parents and education
officials were purposively chosen because these
were the key informants who could give
information required on the challenges faced by
children during the transition period.
For parents, all the School Development Committee
members were involved in the study. Their
views and opinions represented those of parents in
their respective communities. The teachers were
randomly chosen.
3.5
Data Collection Methods
In
this study, data generation was mainly through Focus Group Discussions (FGDs) with
Councilors, Education Officials, Child Care
Workers, Chiefs, Parents and Teachers in order to
elicit in-depth information on challenges
faced by children transitioning from ECD to Grade
One. Data for the FGDs was tape recorded;
field notes were also taken down to augment the
tape recorded data. Document analysis
was used to generate data from the ECD and Grade One
curricular as well as various circulars
and Statutory Instrument 106 of 2005.
3.6
Data Presentation and Analysis Procedures
Data gathered from the study were
presented through descriptions of lived experiences of the
research participants. The analysis of data
was done according to emerging themes and
descriptive statistics that were also
used to unpack the identified gaps and different thematic
areas. Data therefore, were unpacked
according to thematic areas which were grounded in and
informed by FGDs and document analysis.
4.0
Main Aim of the Study
The study was undertaken within the
framework of the following aim :
To analyse the challenges and gaps faced
by children when they transition from early childhood
development to primary school.
5.0
Findings
5.1 Understanding of transitioning
The
participants from the five groups defined ‘transitioning’ in a similar way
although stated in different words. Below are the responses given by the
participants:
·
As
one moves from one step to another, there are changes which require
adaptability.
·
Gradual
shift from one stage to another
·
Moving
from one stage of development to another
·
Moving
from one environment to another
·
Element
of adjusting and adapting to the next stage.
·
Smooth
gradual change from one stage to another.
·
Moving
or shifting from one level to another
·
Gradual
shifting from one level to another
·
Period
which takes place between two stages
The
variety of responses indicated that the participants viewed transitioning as a
concept which includes a range of behaviours that relate to physical movement
from one level or stage to another. The responses also indicated that
transition embraces aspects of development (intellectual aspect), adjustment
and adaptability (social and emotional aspects) to new environments. Their
responses are silent on the relationships/ connections among family, school and
community contexts. Parents know their children far better than teachers and
there is need for a dialogue between the school and home for smooth transition.
The school is a new environment to the child and the child is faced with a task
of forming new web of relationships with teachers, non-academic staff and other
children. Hence, their responses indicate a significant gap on the child’s
capacity to quickly adjust to the new environment during transition.
Importance of the transitioning period to the child
The
participants from the five groups pointed out that the transitioning period has
numerous benefits for the child. 35.5% of the respondents said transition lays
foundation for future learning, 28.7% of the participants said transition
introduces children to formal learning, 20.3% of the respondents said
transition promotes brain maturity, 12 % of the respondents said transition
helps children grow physically while 3.5% of the respondents said transition
avoids regression, and . Some of the responses are as indicated below:
·
Prepares
the child for formal education
·
Helps
the child to adapt better to a new learning environment
·
Psychologically
it prepares a child for movement from one stage to another
·
Allows
a child to adjust before going to grade 1 (i.e. from home to school)
It
is very clear from the responses that the participants are aware of the
importance of the transitioning period to the child although they are limited
to formal education and yet education goes beyond formal education or the four
walls of the classroom. Issues of lifelong success, improvement of economic and
social development of a society have been left out. Thus, it prepares the child
for lifelong success, cuts down on high school dropout rates, substance abuse,
and high teenage pregnancy.
5.3. The
transition policy
80% of
the participants indicated that there was a policy on transition, 13.4% said
that there was no policy on transition, and 6.6% of the participants were not
sure as to whether there was policy on transition. When probed further, the participants
who said there was a policy on transition could not name and explain the policy
and such participants were likely not to follow the demands of the policy when
teaching children. The responses clearly indicate that there is a policy gap.
The inability by the Ministry of Primary and Secondary Education to annunciate
a clearly defined policy on transition becomes a challenge to the transitioning
of children. The policies that are there do not specifically speak to issues of
transition although they give guidelines to teachers on the implementation of
the ECD programme (Secretary’s circulars 14of 2004; 2 of 2014; Statutory
Instrument 106 of 2005; Director’ circulars 12 of 2005 and 48 of 2007). Lack of
a focused specific policy on transition leads to inadequacies in effective
transitions including weak accountability mechanisms by teachers. There is no
reference point for the teachers. Policy always informs practice; hence the absence
of a clear and specific policy leads to the development of a laissez-faire
attitude by teachers towards their work. Arguably, lack of policy on transition
affects the smooth transitioning of children.
Figure 1: Policy on transition
5.4. Achievements
expected from children during the transition period
The
participants pointed out that parents expected their children to name shapes,
identify and read pictures given to them. Parents also expected their children
to respect their teachers and the classroom rules. As children are expected to
respect parents and other elders as well as rules at home, the same is expected
of them when they go to school. Parents also pointed out that they expected
their children to hold a pencil or crayons correctly and organize their lunch
boxes. The parents stated that they expected their children to identify letters
of the alphabet. Children were expected by parents to repeat a statement said
by their teacher. Children were also
expected to greet people appropriately in accordance with times of the day. When
probed further on the difference between a child who has been to ECD and one
who hasn’t the participants
acknowledged that there is a difference between the two children in that
the one who attended ECD education
displayed some of the following:
·
Sings
·
Holds a crayon/pencil
properly
·
Has confidence
·
Can relate well with the
teacher and other children
·
Does not soil oneself
·
Is ahead academically
·
Is ready for school and is
well prepared
·
Has adjusted to the school
environment
The
responses given are limited to academic and social skills and yet expectations
should also focus on initiating and sustaining relationships and development of
self help skills. Such a child may not be a complete being in the society or
may be a misfit in the society.
5.5. Assistance given to children during transition
The
teachers gave their own perspectives based on classroom practice. The teachers
stated that a child could be assisted by making positive remarks whenever
children do something good; loving them all without any discrimination; the
teacher to operate at the level of children though the use of child-centred
methods such as play that allow children to participate actively; by making use
of concrete media which children can see and touch; by making children repeat
tasks because repetition helps children to master concepts; by being friendly
to children among others. The above responses mainly focus on classroom
practice and none on the development of social skills. They have only focused
on the development of the cognitive domain and yet transition should focus on
the holistic development of the child which includes physical, social,
emotional, intellectual, language, moral and health development.
Stakeholders who
are crucial in the transitioning of the child
32%
of the respondents said the community is a stakeholder, 25.4% of the
respondents said the government is a stakeholder, 23% of the respondents said
parents are a stakeholder, 8% of the respondents said teachers were a
stakeholder, 5.8% of the respondents said health officials were a stakeholder
and 5.8% of the respondents said NGOs were a stakeholder. From the above
response of ECD children to primary school. The different
stakeholders play different roles in the transition.
The
responses indicated that for transition to be smooth, there is need for a
multi-sectoral approach. Children themselves are a stakeholder. They too
deserve a voice which gives recognition to their important contribution to the
development of school transition programmes. Listening to children and spending
time conversing with them about what is happening, what will happen and why, to
help orient children to the school environment, relationships and interactions
they may encounter will support their adjustment to the school setting. It can
also help to reveal ideas and issues that do not necessarily occur to adults.
5. 8. Support needed during the transition of the child
The
participants stated that during transition children need support in the form of
: food; toys; qualified teachers; well equipped classrooms; psychosocial
support; transport to and from school and
being accompanied to and from school. This implies that if children are
afforded the above listed support, quality provision of services is afforded
thus yielding positive effects on young children`s cognitive and academic
skills. Stronger partnerships between the home and school environments must be
encouraged since family functioning has an enduring effect on children`s
academic performance as they embark on their educational journey.
5.9. Support rendered to teachers during the transition period
The teachers highlighted that they got
material support from parents in terms of stationery in the form of Art
exercise books and crayons. From the school administration, teachers got
support in the form of stationery (glue, manila sheets, and mighty markers) and
food for children since they are some children who came to school without having
eaten anything.. From colleagues they got assistance in the area one is not
good at and from the District Education Offices, teachers got the Infant
School Early Reading Initiative (ERI)
Teacher’s Module which helped them with
information on activities to teach to children. The districts also mounted
workshops to assist teachers with the interpretation and implementation of the
ECD curriculum. The above responses are an indication that teachers are getting
the maximum support possible during the transition of children from ECD to
Grade One. In such a scenario, one would assume that smooth transition is
taking place.
5.10. How the transition of the
child is monitored
The
participants indicated that there was need to monitor children during the
transition period and this could be done in different ways. The participants
pointed out that a developmental skills checklist could be used to monitor
children’s development during the transition period as it reflects the skills
which the child is expected to master at certain stages of development such as
saying his/her name in full, identifying different shapes and colours to name a
few. The teachers concurred with the other participants when they highlighted
that the checklist helps them check if the child has mastered all the skills
that include pre-reading and pre-writing. The teachers added that portfolios
were also used for monitoring and were meant for storing children’s work (what
children have drawn or coloured). Anecdotal records were also used to monitor
children during the transition period and these contained incidences that will have
occurred. The participants also pointed out that immunization or vaccination of
children could be another way of monitoring children in the transitioning
period and the Ministry of Health and Child Welfare is highly involved in this
exercise. The participants pointed out that monitoring of children needed a
multi-sectoral approach, where parents, teachers and other service providers
were involved. Community health workers, child workers and local authorities
are also part of the monitoring team. For example the headman or the chief
encourages parents to feed, take care of children hygienically and pay fees for
their children. This common understanding of the need for monitoring of
children in the transition period would facilitate smooth progression from ECD
to Grade One as it would flag areas that need attention.
5.11. Attitude of parents
towards ECD children during the transition period
The
participants stated that parents seemed to be ignorant of the importance of ECD
because they thought children were playing at school and not learning. The
participants assumed children were going to ECD just to play and some parents
felt it was a waste of money to pay fees for ECD children for two years and to
buy items such as books for children. Some parents preferred to take their
children away from school when they are travelling for religious or funeral
purposes. They did not seem to take the ECD programme seriously. When asked on
who should convince parents on the importance of ECD, the participants pointed
out that the ECD teachers had the mandate to convince parents by explaining to
them during workshop meetings. The participants stated that the school played a
big role in convening meetings with parents and then afford teachers an opportunity to explain the
importance of ECD to parents. The participants also required teachers to make
follow ups on children who were absent from school as a way of showing that ECD
is important to children. Generally, the parents seem to be ignorant of the
importance of ECD as reflected by their responses. Hence, there is knowledge
gap on the part of parents on the importance of ECD.
5. 12. The environment that
promotes positive transition
The teachers described the environment that
promotes positive transition as one that is age appropriate (in terms toilets,
furniture). The environment should be child friendly and everything found in
and outside the room should be user friendly. The surroundings needed to be
safe and clean. Children are adventurous and if there are sharp and harmful
objects around, it means children would hurt themselves. Children are also
prone to diseases, so if the surroundings are dirty, children are likely to
catch diseases. Teachers went on to say a good environment should have safe and
clean water for children to drink. Dirty water would cause children to catch
diseases such as typhoid and dysentery. The responses were limited to physical
aspects of an environment to the exclusion of the social environment. An
environment that has both the physical and social aspects is conducive to the smooth
transition of children.
5. 13.What teachers are expected to do in the transitioning period
The participants listed the following points
as what they expected the teachers to do in the transition of children:
·
Instill good morals in their
children( hunhu/ubuntu)
·
Teach the child school
expectations
·
Discipline children without
beating them
·
Be friendly to children
·
Identify strengths and
weaknesses of children
·
Teach children about abuse
·
Be non-discriminatory
·
Avoid using vulgar language
because children will imitate them
·
Be good role models.
5.14
Challenges encountered during the transitioning period
The
participants from the five groups pointed out that there were various challenges
that were faced during the transition period.
48.8%
of the responses indicated that parents had challenges during the transition
period. The challenges included lack of commitment by parents who did not want
to pay fees for their children and were not keen to be involved in the school
activities such as attending school meetings. This means parents lacked
knowledge on the role they should play during the transition period. They were
ignorant of the benefits of their involvement in the transition of children
from ECD to Primary school. Unfortunately very few schools in Zimbabwe offer
programmes that systematically target supporting parents during transition to
primary school
40%
of the responses showed that resources (human) were also another challenge.
Lack of qualified teachers and expertise were cited as another challenge. The
current situation in Zimbabwe is that most ECD classes are manned by
unqualified teachers (para-professionals).
Lack
of resources (material) by schools was cited by participants as another
challenge which is likely to affect successful transitions. Most ECD centres in rural areas have
inadequate resources due to financial constraints.
4.5%
of the participants said distance travelled by children was a challenge.
Children are travelling long distances to school and this may result in some
children dropping out of school. To prevent this from occurring, parents may
pool their resources together and build
community / village ECD centres and this would cut down on distance travelled
by children.
4.5%
of the responses indicated that the attitude of some community members towards
ECD was negative, hence lack of community involvement. The community needs to
be educated on the importance of ECD through the Ministry of Primary and
Secondary Education .
2.2%
of the participants showed that children’s poor health was a challenge during
the transition period. Children are prone
to diseases and this impedes the smooth transition of the child. Depending on
the condition of the child, he/she may be subjected to labeling and may
eventually drop out of school. The village health workers can assist by
educating communities on how to maintain hygiene in the homes.
The
responses above seem to indicate that there are multidimensional challenges
that may hinder the smooth transition of children from ECD to Grade One. These
challenges call for collective efforts between public and private players. Where
parents are involved there is need to educate them on their parental
obligations during the transition of
their children.
Figure 4: Challenges faced during the transition
period
5. 15. How the challenges are overcome
The
participants from the five groups listed a number of possible solutions to the
challenges faced during the transition period. 23.5% of the respondents
indicated that the challenges that affect transition can be solved by way of
recruiting more qualified teachers, 23.5% of the respondents said parents
should be involved in the transition, 12% of the responses indicated that that
the Government should be involved, 20.5% of the participants thought the
community could be a solution and 20.5% of the participants mentioned the
provision of resources as a solution to the challenges of transition. Participants
pointed out that the qualified teachers needed to be increased in order to
address the challenge of high teacher-pupil ratio. The participants suggested
that the staffing officers should deploy in schools appropriately qualified teachers to teach ECD children and
that the school heads should declare the rightful person needed for the ECD
post and not get general teachers for this programme. The participants also
highlighted that there is need to mount refresher courses for teachers so that
they are capacitated to teach ECD effectively. To cut distance walked by
children to school, participants pointed out that children needed to attend
schools within their zones. The
Government should regulate how fees are charged in some centers since high fees
deter parents from sending ECD children to school. The participants highlighted
that the community should mobilize resources for the school and for children
and suggested that locally available materials such as thatching classrooms
with grass instead of using asbestos; making toys from locally available
materials, using charcoal or leaves as paint; using clay in place of play
dough; using gum trees to make play equipment; using old car tyres for ECD play
centres and parents can be involved in toy production and moulding of bricks
for the construction of the ECD classrooms. The participants stated that the
School Development Committees should help schools come up with projects to
assist children who are less privileged. Given the above responses, the need
for multiple actors in facilitating the smooth transition of children is urgent
so as to address the challenges which may impede the transition process. The
challenges can only be minimized when different duty bearers work together for
the greater good of the children.
Figure
5: How to overcome challenges
6.0 Discussion of Findings
In
the study it surfaced that there are many challenges that are faced by children
during transition. Some of the challenges are: lack of qualified personnel,
lack of involvement by communities, lack of focus and specific policy on
transition, lack material and financial resources, distance travelled by
children and poor health. The Annual Statistical Report (2014) indicates that
ECD trained teachers in Zimbabwe constitute 28.3% and the rest of the teachers
are unqualified. This scenario poses a
problem for children during the transition period because the untrained teacher
lacks specific knowledge, skills and competencies on how to handle children
during the important phase. A desk study of the National ECD curriculum
revealed that it has many knowledge bases that are rooted in Child Development,
Special Needs, Mathematics, Science, Technology and Social Sciences. For
teachers to understand this curriculum, they need to be skilled in these areas
and unfortunately it is not the case with unqualified teachers. There is a
strong link between the level of education and or/ pedagogical practices. The
unqualified teacher cannot interpret the ECD curriculum and this affects the
quality of service delivery and learning outcomes. Ability to create rich, stimulating environments
in ECD is jeopardized when staff have inadequate, insufficient or incorrect
content and pedagogical knowledge.
A qualified teacher has the ability not
only to support children and
parents to understand the changes, expectations and practicalities
of transition, but also assisting children and families to adjust to the social
and emotional demands of starting
school.
If
resources are unavailable, the holistic development of children is compromised.
This goes against the African Charter on the Rights and Welfare of the Child
(ACRWC) (1990, Article 11) which stipulates that the education of a child shall
be directed to the promotion and development of the child`s mental and physical
abilities. Lack of resources results in some schools having high teacher-pupil
ratio because of inadequate
infrastructure. Resources make learning
more meaningful. They are more than just physical things, but are systems of
objects, relationships, actors and environments. Learning is achieved through successful
child-resource interaction.
With regards to lack of material resources
(infrastructure) the classroom is the most important area for children during
the transition period. Hence its entire design should reflect the priorities,
goals, philosophy, personality and teaching style of early learners. Over-crowdedness
has a direct impact on children` s performance along with the “enjoyability” of
school for children. It diminishes the
quality of teaching and learning with serious implications on attainment of
educational goals. Teachers face problems such as discipline and other
behavioural problems when classes are over - crowded. In other words, the quality of learning
during the transition period is compromised. Over-crowding creates unsafe environments.
Teaching many children results in little or no access to the learning materials
which are critical to the development of basic skills and competencies.
Overcrowding also results in limited individualized attention which children
need. The introduction of shifts to address large class sizes may result in
even fewer contact hours.
Participants
also cited long distance travelled by children going to and from school as a
challenge because some children miss school and if they go to school, they are
inactive due to fatigue. Health was also another challenge during the
transitional period for example lack of food to eat at home hinders children
from participating at school actively and it also promotes absenteeism from
school by children. Illnesses and
diseases hinders children from going to school. The participants reported that some policies
from the Ministry of Primary and Secondary Education are difficult to follow
and they take long to give feedback when approached with certain issues, for
example if the school applies to the ministry seeking for permission to
increase fees to be paid by children, the ministry takes a long time before the
school gets feedback.
Professional
continuity is important in the facilitation of transition from ECD to primary
school. Children benefit when ECD and primary school teachers work together.
When teachers from the two levels communicate and collaborate well, they are
more likely to develop compatible programme philosophies and broaden their
understanding of children`s trajectory from preschool to primary school.
Charles and Williams (2006) argue that ECD and primary school children should
work together in school, home visits and after-school programmes. Such
strategies encourage connections and coherence in teaching styles across two
distinct levels. In Zimbabwe teacher training for ECD teacher is integrated,
that is, teachers` colleges now train teachers who can teach children from ECD
to Grade one. In this case teacher trainees follow common core of courses.
Joint initial training helps teachers to develop a common knowledge base and
common practices upon which to build partnerships.
Lack
of parental involvement is a challenge to smooth transition of children from
ECD to Grade One. Home-to-school continuity helps to ease transition
challenges. Children`s transitions can
be eased by sharing information and developing ways to involve parents that
take into consideration their preferences and values, and respect ethnic,
cultural, linguistic, religious and other forms of diversity
(Dockett,2007). Parents play an
important role during the transition period. Supporting parental confidence and
enhancing their knowledge and understanding of the school context, as well as
promoting involvement and collaboration within the school community, both
during transition and beyond, promotes positive outcomes for children in the
short and long term. Schools are ideally placed to assist parents during this
potentially stressful period through the provision of parenting support and
education. Baumeister (1995) points out
that schools also play an important role in fostering a sense of belonging and
connectedness to the school community for children and parents which not only
supports children`s adjustment during
transition, but helps to promote mental health and wellbeing. Thus, parents need assistance from schools on
how to help their children to make a positive transition to school. This can be
done through parenting programmes. One of the most important objectives of any
parenting initiative is to foster a sense of confidence and self-efficacy in
parents in relation to supporting their children during the transition period.
It is important to address parent concerns about transition to school and
information about evidence-based strategies for dealing with specific parenting
issues during this time. It can be argued that the transition to school is a
process that is accompanied by a family transition, therefore, preparation and
support is needed not only for children, but for parents too. Transition
programmes for parents should therefore aim to support and empower the family
as a whole (Margetts, 2009). Giallo
(2010) proposes a multiple-session, multi-pronged transition programme aiming
to:
1) Provide
families with an opportunity to learn strategies to support children`s
adjustment to school;
2) Promote
family involvement in children`s learning at home and at school; and
3) Facilitate
collaborative partnerships between families and schools as a resource and
source of information and support on the transition process and raising
children.
One
of the primary means of promoting successful transitions is to establish and
maintain a healthy ecology of flexible social connections and social support
for children. Ideally these relationships are characterized by quality
communication and social contexts that mitigate discontinuities. A
multi-sectoral approach is essential in solving or overcoming the challenges
discussed above.
8.0. Recommendations
A number
of efforts can be undertaken to improve abilities to support children to transition
and adjust successfully and learn effectively. In that regard, several
recommendations to improve practice are proposed based on the findings as
follows:
8.1 Ministry of Primary and
Secondary Education in collaboration with the Ministry of Public Service,
Labour and Social Welfare
1. Recruitment
of qualified ECD teachers and capacity building for those qualified teachers
who are already in practice.
2. Parents and
communities should be conscientised on the importance of ECD so that they are
aware of the need to support the programme fully by constructing ECD
classrooms, constructing outdoor play equipment and paying fees for the
children. Collaboration based on open communication establishes a context where
the educational needs of the child are uppermost in the minds of all involved.
3. A range
of material resources and space (infrastructure) in order to operate the
programme effectively are needed. The schools should provide these together
with parents. The schools should treat this issue as a matter of urgency. The
Government through partners such as NGOs like Nhaka Foundation can assist in
the erection and renovation of infrastructure for ECD children with building
materials. Parents can mould bricks and provide with labour.
4. A clear
cut policy on transition should be developed
5. Introduction
of satellite/village /community ECD centres to reduce distance travelled by
children going to and from school is encouraged.
8.2 Ministry of Health and Child Care
Village
Health Workers should educate the communities on the importance of good health
habits so as to reduce poor health in children.
9.0. Conclusion
The
following conclusions were drawn from the study:
ü Lack of
qualified ECD teachers interferes with the smooth transition of children.
ü Parents
and communities were not actively involved in the school activities which
essentially assist children in their transition from ECD to Grade One.
ü Lack of
material and financial resources was found to be a hindrance in the smooth
transition of children.
ü There
was no policy on transition. The absence of a focus specific policy on
transition left teachers unguided with respect to smooth transition of children
from ECD to Grade One.
ü Long
distances travelled by children and poor health contributed to school wastage
such as dropping out of school
ü Successful
transition for children depended upon collective efforts from different stake
holders like public and private duty bearers such as the Government through its
line ministries and non-state actors like parents and NGOs.
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