MIDLANDS STATE UNIVERSITY

FACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

THE TRANSITIONAL CHALLENGES FACED BY TEACHERS IN PREPARING

PRESCHOOL LEARNERS FOR ACADEMIC ACHIEVEMENT FOR GRADE ONE
IN THE MALBEREIGN DISTRICT OF HARARE ZIMBABWE.

RESEARCH PAPER

BY

MHEMBERE MAIDEI

A RESEARCH PROJECT SUBMITTED TO MIDLANDS STATE UNIVERSITY IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF

EDUCATION IN EARLY CHILDHOOD EDUCATION
RELEASE FORM

NAME OF AUTHOR: MHEMBERE MAIDEI

TITTLE OF PROJECT: THE TRANSITIONAL CHALLENGES FACED BY

TEACHERS IN PREPARING PRESCHOOL LEARNERS

FOR ACADEMIC ACHIEVEMENT FOR GRADE ONE IN THE MALBEREIGN

DISTRICT OF HARARE ZIMBABWE.

PROGRAMME FOR WHICH PROJECT WAS PRESENTED: BACHELOR OF

EDUCATION IN EARLY CHILDHOOD EDUCATION.

YEAR GRANTED: 2021

Permission is hereby granted to the Midlands State University Library to produce single
copies of this project and to lend or sell such copies for private, scholarly or scientific
research purposes only. The author reserves other publication rights and neither the project
nor the extensive extracts from it may be printed or otherwise reproduced without the
author’s written permission.

SIGNED: ………………………………………………………………………………………

PERMANENT ADDRESS: 7511 DAWNVIEW PARK

HARARE.

DATE: 23 MARCH 2021

APPROVAL FORM

The undersigned certify that they have read and recommended Midlands State University for
acceptance, a dissertation entitled:

THE TRANSITIONAL CHALLENGES FACED BY TEACHERS IN PREPARING

PRESCHOOL LEARNERS FOR ACADEMIC ACHIEVEMENT FOR GRADE ONE IN
THE MALBEREIGN DISTRICT OF HARARE ZIMBABWE.

Submitted by MHEMBERE MAIDEI in partial fulfilment for the requirements for the
Bachelor of Education in Early Childhood Education.

SIGNED: ………………………………………………………………………………………

SUPERVISOR

SIGNED: ………………………………………………………………………………………

CHAIRPESON

SIGNED: ………………………………………………………………………………………

LIBRARIAN

DATE: …………………………………………………………………………………………

DEDICATION
This research is dedicated to the Mhembere family and colleagues.

ACKNOWLEDGEMENTS
This research owes much too many. As the saying goes, “No woman’s story is hers alone,” I
wish to express my gratitude to the institutions and persons without whom this research could
not have seen the light of day. Among these include the Midlands State University, Ministry
of Primary and Secondary Education for Malbelreign District that provided an opportunity
for me to carry out this study.

I would like to express my gratitude to my Supervisor, Mrs Chiromo who was the light
behind this research. Her contribution and guidance were of utmost importance.

My gratitude also goes to my workplace supervisor head Mr Musasa and the entire staff of
Cornelius Hope Academy Primary school for allowing me ample time to focus attention on
the development of this paper.

Further, my gratitude still goes to my sister and my child for the encouragement. You
inspired me in a thousand ways. I am always indebted to say thank you.

ABSTRACT
This study explored the transitional challenges faced by teachers in preparing preschool

learners for academic achievement for grade one in Malbereign district of Harare,

Zimbabwe. To carry out the study, the researcher obtained the views of ECD and Grade 1

teachers in five Malbelreign district primary schools. The qualitative research design was

used in which data was collected using interviews and observations. Thematic analysis was

applied to collect the data and draw conclusions. Whilst theoretical literature suggested that

lack of parental involvement and child friendly school environments are the major challenges

to a fluent transition of learners from ECD to formal learning, the results showed that there

is need for governmental support and alignment of the education policy regarding transition

from ECD to grade 1 in primary schools in order for a smooth transition to take place.
Table of Contents
CHAPTER 1...............................................................................................................................8
THE RESEARCH PROBLEM..................................................................................................8
1.1 Introduction..........................................................................................................................8
1.2 Background of the study......................................................................................................8
1.3 Statement of the problem...................................................................................................11
1.4 Purpose of the study...........................................................................................................11
1.5 Research Objectives...........................................................................................................12
1.6 Research Questions............................................................................................................12
1.7 Significance of the study....................................................................................................12
1.8 Delimitations of the study..................................................................................................13
1.9 Limitations of the study.....................................................................................................14
1.10 Definition of key terms....................................................................................................14
1.11 Acronyms.........................................................................................................................15
1.12 Summary..........................................................................................................................15
CHAPTER 2.............................................................................................................................15
REVIEW OF RELATED LITERATURE...............................................................................15
2.1 Introduction........................................................................................................................15
2.1.1 The Concept of Transition..............................................................................................16
2.2. Effectiveness of the school transition strategies...............................................................19
2.3. Transitional challenges of learners from preschool to grade one.....................................21
2.4. Possible strategies to enhance effective transition of grade one learners from preschool.
..................................................................................................................................................24
2.5 Summary............................................................................................................................26
CHAPTER 3.............................................................................................................................26
RESEARCH METHODOLOGY.............................................................................................27
3.1 Introduction........................................................................................................................27
3.2 Research Design.................................................................................................................27
3.3 Population..........................................................................................................................28
3.4 Sample and Sampling Techniques.....................................................................................28
3.5 Research Instruments.........................................................................................................30
3.5.1 Interviews........................................................................................................................30
3.5.2. Observations...................................................................................................................31
3.6 Data Collection Procedure.................................................................................................32
3.7 Data Analysis Procedure....................................................................................................33
3.8 Ethical considerations........................................................................................................34
3.9 Summary............................................................................................................................35
CHAPTER 4.............................................................................................................................36
DATA PRESENTATION, ANAYSIS AND DISCUSSION..................................................36
4.1 Introduction........................................................................................................................36
4.2 Demographics....................................................................................................................36
4.2.1. Sex..................................................................................................................................36
4.2.2. Professional Qualifications............................................................................................37
4.2.3. Teaching Experience......................................................................................................39
4.3 Research Findings..............................................................................................................40
4.3.1. Understanding of Transition..........................................................................................40
4.3.2. Transition strategies used by teachers.......................................................................41
4.3.3. Effectiveness of the transitional strategies.....................................................................42
4.3.4 Challenges hindering a smooth transition from preschool to grade one.........................43
4.3.5 Suggestions on overcoming the transition challenges faced by teachers........................46
4.4 Summary............................................................................................................................49
CHAPTER 5.............................................................................................................................50
SUMMARY, CONCLUSION AND RECOMMENDATION................................................50
5.1 Introduction........................................................................................................................50
5.2 Summary............................................................................................................................51
5.3 Major Research Findings...................................................................................................52
5.4 Conclusion..........................................................................................................................54
5.5. Recommendations.............................................................................................................56
5.6 Recommendations for further research..............................................................................59
REFERENCES.........................................................................................................................60
APPENDICES..........................................................................................................................64
APPENDIX A..........................................................................................................................64
APPENDIX B..........................................................................................................................66
 CHAPTER 1

THE RESEARCH PROBLEM

1.1 Introduction
This study focuses on the transitional challenges teachers face in preparing preschool

learners for grade one academic achievement in Malbelreign District. This chapter will

outline the background of the study, statement of the problem, purpose and objectives

of the study. The significance of the study to the ministry of education, curriculum

planners, Grade 1 teachers and learners as the end beneficiaries. The chapter will also

note the limitations and delimitations of the study in terms of the geographical scope

which will be the Malbelreign district and the concept of transition in-terms of school

readiness. Definition of key terms to be used in the study will be given. The limitations

and delimitations of the study will also be given.

1.2 Background of the study

Young children experience a broad range of educational transitions. The first major

transition experienced by children is of moving from a home environment to an early

childhood (ECD) environment and within the centre the children experience moving

within a range of ECD settings and then from ECD to primary school. The transition

however from ECD to the primary school was noted as one of the most important

educational transitions that children experience globally, regionally and locally. This

was because according to Hirst, Jervis, Visagie, Sojo, & Cavanagh, (2011), it involves

the process of negotiating and adjusting to a number of changes including the physical

environment, learning expectations, rules and routines, social status and identity, and

relationships for children and families.

The global perspectives, research studies revealed that countries are seeking to

strengthen ECD programmes, in particular those that are community-based (Kamerman,

2006). There is need to improve the global education quality and content as well as
training of all those involved in ECD activities to ensure that when the time comes

transitioning can be done smoothly. Global research indicates four emerging strains and

issues on children’s transition to school. There are strains over whether or not transition

to school environment is a once-off event or a continuous process. Anxieties about who

should be in charge of preparing children for transition to school setting; and

uncertainties behind some of the assertions about the benefits of transition to school

programs. Finally, the room of school readiness in transition to school programs is a

point of strain as it is a major problematic concept and an inadequate forecaster of

school success. Hence, transition has been called a critical period for young children’s

social and academic development (Toohey & Day, 2001).

The challenges of ECD establishment globally, regionally and locally is one of the

encounters regarding access and equity (Suzuki, 2001). From a regional point of view,

most of ECD provision is fee-based. This implied that the financial burden for ECD

falls excessively on the poor from local, regional or continental areas which then

ponders heavily on children when transitioning from home straight to primary school.

Other regional transition are from home or preschool to primary school are imbued with

emotional and social adjustments. This often involves the reorganisation of both the

inner life and external behaviours of the child as they move away from preschool,

separate from parents, and finally become incorporated into the new school, accepting

and adopting the culture of the new school (Dockett & Perry, 2003). The values,

attitudes and culture of the child, and of the family and the school, affect and shape the

way the child will adapt to the new school. Key stakeholders such as the parents and

relatives, government officials, teachers and members of the wider community are

important in this process and coherence among them is critical (Pianta & Cox, 1999).

Children and parents feel uncertain and anxious at the start of school about the bridging
process between preschool and primary school and also disliked having less freedom of

choice, while parents have been anxious about children’s ability to adjust and dealing

with teachers (Corsaro & Molinari, 2005). The difference of each child’s background

and circumstances means that they experience transition differently. This transition is

important to a socialisation and interaction process whereby the child develop their own

knowledge and skills that will ultimately enable children to successful merge within a

particular social-cultural context (Elliott, 1995).

Many local research findings highlight the significance of these transitions in the lives

of children at a tender age. For example, Hirst, Jervis, Visagie, Sojo, & Cavanagh,

(2011: 25) state that, “The demands placed on children during these early educational

transitions can present both challenges and opportunities, and the degree of success

experienced can impact on children in many ways”. Therefore, children need to be

equipped with coping mechanisms that will help them develop a sense of belonging in

the new educational settings that they may perform to their full potential. Also,

readiness plays a pivotal role in the way children transition various stages through

preschool activities that foster holistic development in preparation for grade one. Lack

of resources and materials for effective learning, motivation and poor remuneration for

the Grade 1 teachers affects the methodologies used in early education. Though the

Government passed a policy that advocates for education for all beginning from ECE,

they are still some children who only enroll for grade one without even passing through

ECE because of poverty. In poverty-stricken rural and informal areas, ECD provision

for African children was far lower than in urban areas, both in terms of quality and

quantity (Steiner-Khamisi’ 2004; Lewis, 2002). The ECD activities were in the past

meant to help children to pass away non-productive-time while children waited for their
 parents to return from work resulted in the many challenges faced in early transition as

these children were not fully prepared for primary and formal school.

The world has become a global village and it`s a reality at the moment and it helps in

building a ‘global society’. This implies that learners and educators globally are able to

share a common, global view on a lot of important matters affecting education. They

share the challenges they experience and think of strategies that eased challenges in

transition from preschool to primary school. It is therefore upon this background that

the researcher looked into the transitional challenges faced by educators in preparing

preschool learners for grade one.

1.3 Statement of the problem

Regardless of the overwhelming case for building strong ECD foundations in

Zimbabwe, the learning gap between the preschool and grade one curriculum content,

primary teachers’ characteristics and views on readiness and school readiness for

children has resulted in the students’ failure to transition smoothly and effectively

participate in the grade one academic activities because the schools lack the essential

transitional practices that equip preschool learners for grade one. Hence, influencing the

researcher to carry out a study on the challenges encountered by teachers in preparing

preschool learners for academic achievement for grade one.

1.4 Purpose of the study

The purpose of this study will be to critically identify the dilemmas and challenges

experienced by teachers in the academic transition of ECD learners to grade 1 and find

strategies to mitigate the problems related to the transitional challenges of these

children to grade one.

1.5 Research Objectives
1.5.1 To establish the transitional processes that schools have in place to cater for grade one

learners.

1.5.2 To determine the effectiveness of the transitional strategies in place for grade one

learners.

1.5.3 To identify challenges faced by teachers in ensuring appropriate transition from

preschool to grade one.

1.5.4 To suggest possible solutions to enhance effective transition of grade one learners

from pre-school.

1.6 Research Questions

1.6.1 What are the transitional processes that schools have in place to cater for grade one

learners?

1.6.2 How effective are the transitional strategies in place for grade one learners?

1.6.3 What are the challenges faced by teachers in ensuring appropriate transition from

preschool to grade one?

1.6.4 What are some recommendations to enhance effective transition of grade one

learners from pre-school?

1.7 Significance of the study

The study may be significant to the following various stakeholders:

MINISTRY OF PRIMARY AND SECONDARY EDUCATION: The Ministry of

Primary

and Secondary Education may benefit from the study in that they can identify any gaps in the

teaching and learning of ECD learners that may affect their smooth transition into school

through policy formulation or provision of resources.

PRIMARY TEACHERS:

The findings may also be useful to primary teachers as the curriculum implementers, will

help them to introspect on their own effectiveness as regards to qualifications, experience and

also personal characteristics as a competent facilitator. From this research, the Grade 1

teachers can gain knowledge and understanding of the challenges that they may face in the

transition of preschool learners to grade one as well as the possible solutions.

SCHOOL HEADS:

Furthermore, study may sensitize educational administrators on the need to evaluate and plan

towards effective school transitional strategies for their school.

PARENTS:

Parents, families and communities might also benefit as they will become aware of the

importance of playing their roles in supporting their children’s education. They will also

know how to work cooperatively with the teacher to assist their preschool child transition

successfully into grade one.

1.8 Delimitations of the study

The area of the study will be limited to the Malbelreign district primary schools. The choice

of the study area is because of the high concentration of public and private primary schools.

This study will only cover five public primary schools and five private primary schools in

Malbelreign district out of the numerous districts in Zimbabwe, therefore, the study results

may not be generalized to other districts in Zimbabwe. The study will be limited to the school

factors influencing implementation of infant curriculum only. The study will also be

delimited to primary school directors/heads, Grade 1 teachers and learners as key players.
1.9 Limitations of the study
According to Epstein and Sheldon (2002), limitations are conditions beyond control of the

researcher that may affect the conclusions of the study and their application to other

situations. The researcher will not have control over the attitudes of the respondents, which

could affect the validity of the responses. For example the researcher’s presence during

observation may alter the participants’ behavior thus disturbing the natural environment.

These limitation will be mitigated through use of observation checklist which will help to

verify some of the responses given by the respondents.

1.10 Definition of key terms

Transition

Pianta and Kraft-Sayre (1999) define the transition period as a process through which

children experience a significant change from one environment to another quite different one

and in which they will need knowledge, abilities and skills in order to adapt to their new

setting. The study will refer to the progression form one level of school to the next of which

this paper refers to the progression from pre-school to grade one. This transition prepares a

pre-school child for formal schooling, therefore, it can also be substituted with the term

school readiness. Early childhood Development (ECD)

It is defined by Wood (2010) as a time of critical change and development as the child attains

physical and mental skills used for the rest of their lives. Early Childhood Development refers

to skills and milestones that children are expected to reach by the age of five. It is a program

in which children combine learning with play in a program run by professionally trained

adults (Kafer and Krista 2004). The study will refer to “ECD A” which caters for the 3 to 4

year olds and “ECD B” which caters for the 4 to 5 year olds in the Zimbabwean context. This

term will be used interchangeably with “preschool.”

1.11 Acronyms
ECD - Early Childhood Development.

ECE - Early Childhood Education.

MPSE - Ministry of Primary and Secondary Education.

1.12 Summary
This chapter has outlined the background of the study where children`s experiences of

transition from home to pre-school to grade one were monitored globally, regionally and

locally. The statement of the problem was also looked into and readiness was regarded as the

major contributor of students’ failure to smooth transition. Also covered topics were purpose

and objectives of the study, significance of the study to the ministry of education, curriculum

planners, grade 1 teachers and learners as the end beneficiaries. The chapter also noted the

limitations and delimitations of the study in terms of the geographical scope which was the

Malbelreign district and the concept of transition in-terms of school readiness. The next

chapter will look at the review of literature.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Introduction
Transition processes are the strategies that are employed to smooth transition from one

environment to another. When children move from preschool to primary school, preschool

teachers prepare them by focusing on the areas of learning and when the child joins formal

school, the primary school teacher who has a prescribed curriculum welcomes the child with

a defined goal to achieve by the end of each term. The aim of this chapter will be to explore

the related literature on the factors influencing the successful transition of ECD learners to

Grade one. The chapter will open with a brief overview of the concept of transition. The

chapter will further discuss the transitional processes that are in schools and their

effectiveness. The challenges, as well as possible solutions to enhance effective transition

will also form part of the chapter.

2.1.1 The Concept of Transition

Robinson (2003:66) wrote:

“Development is all about transitions. All our lives are a series of transitions;

conception to birth, birth to toddlerhood, to preschooler, school-age child to adolescent,

adolescent to adult, adult to our final transition – when we die. Throughout this time, we

have the capacity for change and adaptation, but we all need a starting point.”

Researchers have suggested that transitions present overwhelming challenges for some

children (Hirst et al. 2011). School transition especially has been a subject of major interest

among researchers for quite some time (Ramey & Ramey, 1998; Rimm-Kaufman & Pianta,

2000; Vernon-Feagans & Blair, 2006) and preschool education is thought to be important for

the successful transition of preschool learners to first grade (Okon & Wilgocka-Okon, 1973).
Preschool and first grade teachers in particular experience the positive and negative sides of

the process of school readiness. This is because the main aim of the readiness process

according to Winters and Kelley (2008), is to provide children with a smooth transition to

first grade. In light of the above, a study done by Erkan and Kırca (2010) on the effect of

preschool education on 170 young children’s school readiness showed that the children who

had attended preschool were more ready than their other peers who had not gone through

preschool.

Traditionally, the main focus of transition has been drawn from the empiricist’s view of

readiness which is entirely based on the practical characteristics of the child’s behaviors and

focuses on the external evidence of learning (O’kane, 2003). It focuses on the level of the

individual child starting formal education and their readiness for school. The ‘ready child’

dimension focuses on children’s development and learning. It refers to what a child should

know and be able to do in order to enter school ready and eager to learn, and thus enabling

them to successful transition to a primary school learning environment.

However, this one dimensional approach has been criticized in several ways by some authors,

(Graue, 1999; Kim & Suen, 2003; La Paro & Pianta, 2000) because although some young

children may possess the knowledge and skills that enable successful transition, they still

experience some transitional challenges when starting first grade. According to Kim and

Suen (2003), for a given set of school expectations, there can even be considerable variation

in the specific skills and abilities that lead to successful school performance. These authors

argue that, the developmental status of a child does not determine readiness because the skills

and abilities that are necessary for school success may vary substantially from one school to

another, or even more from one classroom to another. In addition, Kotaman (2009:123)

reported that, “… although children gained some skills for first grade in preschool

classrooms, it would not be easy to adapt to less child-centered and more structured first
grade classrooms after the preschool classroom in which the activities and relationships

between child and teacher are more flexible.”

Readiness of education in practice however has been met with a lot of ambiguity as to its

meaning as there has been a number of different understandings and interpretations. Barnett,

(2004), a nativist, supports the view that implies that a child is ready for school when they are

mature enough to sit quietly, focus on work, socialize acceptably with their peers, and accept

guidance and rules from teachers and other important adults.

Another researcher Barnett (2004:80), supported the idea that readiness is “a set of ideas or

meanings constructed by people in communities, families and schools as they participate in

the kindergarten experience.” This view shifts the focus of assessment away from the child to

the values and expectations of the community in which the child lives. It focuses on the

school readiness perceptions of the parents, teachers, and others by considering the age, sex

and preschool experience of the child.

Cognizant of these arguments, the modern view on school transition on the other hand puts

emphasis on the relational nature of the concept of school readiness (Meisels, 1996; National

Education Goals Panel, 1998), that is, the child’s readiness for school and the school’s

readiness for children. According to O’kane (2016; 14), “The concept of ‘readiness’ that

dominated transitions research in the past has been replaced with a broader interactionist

approach that considers readiness as a bi-directional concept focusing both on the child,

family, community on the one hand and on the characteristics of the school on the other.”

This will make school readiness an important concern for parents and teachers because it is a

multifaceted process which encompasses all the developmental areas and various skills of

ready children, ready communities and ready schools.

Ready children encompasses such aspects as the child’s level of social, intellectual, moral,

physical, linguistic, emotional development and other related sub-domains; while ready

communities refers families and communities ready to help their children make smooth

transitions to school and ready schools refers to the ability of the school policies and practices

to welcome and educate children at various stages of development in these multiple domains.

The perspective therefore will be the interaction between these various influences that make

the most significant impact on the child’s transition to the primary school. Consequently,

school readiness is a product of both the immediate interaction of the three dimensions as

well as cultural and policy influences (Pence & Bame, 2008). Children and communities need

to be ‘school-ready’ in the broadest sense and ‘ready schools’ are equally important.

2.2. Effectiveness of the school transition strategies

Transition in schools takes place within a specific context. According to Pianta and Cox,

(1999, 79), “The most effective transition programs are those that acknowledge and are

responsive to that context.” Transition processes and experiences can provide an important

basis for a successful start to school. They will be major means of ensuring continuity

between preschool and school environments and expectations, and building upon and

extending the supportive relationships and connections between families, community and

educators (Pianta & Kraft-Sayre, 2003).

The biggest challenge so far however is that not much research has been done on the success

or impact of transitional practices that have been put in place by school systems. Clark &

Zygmunt-Fillwalk, (2008: 243), state that, “Although some transition practices are widely

used and there seem to be a practical and theoretical, consensus on the importance of these

activities, only few efforts have been made to investigate their impacts on child outcomes.”

For instance, the question whether the implementation of transition practices affect children’s

actual school success, and if the answer is yes, the next question would be which practices are
effective? However, one study by Schulting, Malone, and Dodge (2005) that focused on the

horizontal activity of parent initiated involvement in school showed that implementation of

transition practices at preschool resulted in academic achievement at the end of preschool

In a similar study LoCasale-Crouch, Mashburn, Downer, and Pianta (2008), focused on both

the horizontal, that is, impact of transitional practices of parental involvement on the

socioemotional development of preschool and the vertical contacts between preschool and

kindergarten teachers. They discovered a positive association between horizontal preschool

transition practices and children’s socio-emotional adjustment in the preschool and

consequently the strongest predictor of children’s social and behavioral adjustment was the

contact between preschool and kindergarten teachers.

Another study of the Finnish schools’ regional pre-school, elementary school’s pair’s

transitional practice is seen to ease the stress of the school transition as these pairs have

familiar peers entering the same class or same school with them (Ladd & Price, 1987). Again,

the egalitarian values system promoted by the society in the public schools in Finland

offering the same basic nine-year education to everyone with free lunch has been attributed to

the best results in reading literacy, mathematical literacy, problem solving, and scientific

literacy among its 15 year olds (Organization for Economic Co-operation and Development

(OECD,

2007).

Early (2001) found that practices based in schools or performed by teachers and parents are

intended to facilitate children’s transition into grade school. From his survey, Early noted that

services that are designed to prepare children for successful school transitions are rare and are

seldom based on sound developmental principles or practices. It was also noted that it is

important to devise a transition practice that encourages children to form and maintain
relationships with people who can foster readiness and assist children before, during and after

their transition to school.

2.3. Transitional challenges of learners from preschool to grade one

Research on transition has emphasized the challenges children experience as they move from

preschool to primary school and teachers face in trying to help them transition successfully

(O’kane, 2011). Children’s development and readiness for school are determined and

influenced by a number of factors at the level of the child and also in the surrounding

environment. According to Dunlop (2014), challenges are a result of differences in settings,

in curriculum and relationships. International research (Dunlop, 2013; Fabian, 2013; Ministry

of

Education New Zealand, 2013), on play, pedagogy and curriculum, assert that, “…preschools

and primary schools have developed very much as separate entities and vary in several ways

in terms of their objectives and approaches to education resulting in differences in pedagogy

and curricula.” A much greater level of continuity that would bridge the gap between the two

educational experiences in terms of pedagogy and curriculum is needed in order to help the

children as they make the transition.

Different approaches to teaching young learners in preschool and grade one level were also

seen as a major problem. The difference is focused on the informality of the preschool

approaches in contrast with the much more formal grade one learning methods. Burns et al.

(2013:8), conducted a research in which they reported that, “Many teachers also pointed out

that the change in approach could have negative effects and be a cause of students not making

adequate progress.” Woodhead and Oates (2007) noted that internationally, preschool

curricula tends to be centered around domains of learning, while generally primary schools

often focus on subject or curriculum areas.

Dunlop (2013) points out that the differences between the preschool and primary school

curricula is one of the most dominant differences cited at the time of transition. Schaeffer

(2006:7) supports this notion by suggesting that grade one children experience sharp

differences in the curriculum when they begin primary school and goes on to ask, “To ease

the transition do we formalise the informal…or de-formalise what is usually considered

formal?” In response to his own question however, he says that the unfortunate thing is that

the former seems to be the trend. While, internationally, research argues for greater alignment

of curriculum and practice between preschools and the early years of primary school, other

research findings however demonstrate that an early emphasis on the academic does not

result in better academic achievement as the child gets older (House, 2011, Suggate, 2009).

Therefore the challenge continues.

Fabian (2013:46) posits that, “The challenge for educators involve understanding the range of

expectations and perspectives of others, including children, to achieve curriculum continuity

and socio-emotional well-being in the new setting.” While Brooker (2008:80) added that,

“Educators need to see the transition as schools and settings working together to mediate any

discontinuities, rather in terms of ‘readiness’ or ‘adjustment’.” Successful transitional

practices should result in a child who is confident, competent, feels strong and capable of

handling new experiences.

One of the biggest issues identified by teachers in one research as cited by Burns et al.,

(2013), is that there is no organized contact between preschool and grade one teachers. The

report adds that, in many countries the contact between teachers at different levels were non-

existent or if they existed at all, they were ad hoc making any planning, understanding or

simple information sharing impossible.

Another challenge that ECD and grade one teachers face in the implementation of successful

transitions is lack of school-based resources. In a research cited by Burns et al., (2013),

teachers at both levels identified either a lack of, or inappropriate, resources as an issue in

dealing with the transition from preschool to grade one. During their research, some teachers

also complained that their classes were too big to be able to deal effectively with the needs of

each learner as they adapt to their new school. Challenges are experienced when preparing

students for the transition and in terms of ensuring students in transition are treated equally

and fairly.

O’Connor (2013) has mentioned that supportive environments enhanced smooth transition

and explained on how reception by class teachers, emotions and friends, can also influence

transition of a child. Therefore another challenge for teachers as cited by Kotaman (2009) is

that, although preschool children developed some skills for successful transition into first

grade in their preschool classrooms through child centered approaches with more flexible

activities and relationships between child and teacher, it would not be easy to adapt to more

academic structured first grade classrooms, after the preschool. In Zimbabwe, for example, in

2004, a policy pronouncement was madethat required primary schools to attach an ECD class

that would graduate into Grade One. However this policy pronouncement did not put into

account the “ready school” concept in terms of provision of conducive learning environments

for the young learners. As a result this created a yawning gap between policy and practice as

generally primary schools were not ready for the ECD children with respect to classrooms,

toilets, furniture and appropriately qualified teachers. The unfriendly environment in some

schools especially those in the rural area is still affecting the smooth transition of learners

from ECD to Grade One.

Studies on transition have reported that the other problems that teachers encountered with

children who join formal schooling for the first time were difficulties in following
instructions, working independently and a lack of academic skills. Other studies and Rimm-

Kauffman, Pianta and Cox (2000) using data from a national survey and teachers’ judgments

to explore the prevalence and types of problems they face during transition in the USA

discovered that the problems are actually factors that hinge around school readiness. That

means, in order for children to experience a smooth transition, they will need to be ready,

while at the same time, the primary schools also will need to be ready to accept children.

2.4. Possible strategies to enhance effective transition of grade one learners from
preschool.
Children often experience sharp differences when they move from preschool to primary

school, and if they are assisted to successfully adjust to these differences, it can jeopardise

their future success. Therefore, it is important that some practical transition practices are

employed in order to help children transition smoothly.

Britto et al. (2011:23), asserts that, “When preschool and primary school classrooms differ

dramatically, children may find it overwhelming to make the transition.” Therefore, firstly it

is important that transition practices focus on creating positive experiences for children

during the transition to primary school. According to O’Kane (2011), various mutual

activities such as joint events and teaching and other activities between the ECD and primary

school should be formulated in such a way that they aim to familiarize ECD children with the

formal school environment, so as to reduce the abruptness of the change. Particular learning

experiences and transition activities can also help children ease their transition to primary

school and therefore should be focused on.

Secondly, transition practices should also focus on developing certain dispositions, skills and

knowledge which will be deemed important for children as they will make the transition to

primary school and also activities that can enhance the experiences for families. For children,
these will include developing a strong focus on orallanguage/communication skills and

fostering positive learning dispositions such as independence, curiosity and resilience. In one

study conducted in the United States, Hatcher, Nuner and Paulsel,( 2012: 34) reported that,

“In terms of ‘school-related skills’ behaviours such as co-operation with the school routines,

working in large groups, taking direction from a teacher, and staying on specific assigned

tasks have been noted as being important to preschool practitioners and primary teachers.”

Thirdly, greater alignment in curriculum and pedagogy across preschools and primary schools

will be highlighted as being critical to children’s learning and development and as a result

smooth transition into school. To achieve this, Ahtol et al. (2011) suggests that the curricula

of preschool and grade one school be written and revised jointly by the preschool and

elementary school personnel. Their involvement is assumed will help bridge and reduce the

divide in concepts, expectations, curriculum, pedagogy, and discipline between preschool and

elementary school (Carlton & Winsler, 1999; Einarsdottir, 2006).

Fourthly, as part of the transition process it will also be important that there is transfer of

information on children’s learning and development between preschools and primary schools.

This will help create rapport between preschools and primary schools as well as help support

continuity and progression for the child. Information sharing will be in the form of portfolios

or written reports detailing progress and achievement of students in preschool.

Internationally, researchers continue to argue the case for increased levels of coordination and

communication between and amongst the various stakeholders involved in the transition of

the child from preschool to primary school (O’Kane, 2007). In addition to the transfer of

relevant information, the roles of all stakeholders in the transition process must be considered

in order to support children’s smooth transition. Mangione and Speth, (1998, 67), state that,

“In addition to connecting with each other, it is crucial that the preschool and elementary-
school teachers make horizontal connections with families.” Supporting transitions will be a

shared responsibility between the child through to parents, family, preschool and primary

school teachers, and the focus will be currently on supporting the stakeholders to

communicate and collaborate.

Fifth, while schools engage in transitional processes at their local level, more needs to be

done at policy level to ensure greater coherence in transition practice (Woodhead and Oates,

2007; O’Kane 2007). Keinig and Margetts (2013) argue that, “In order to better support the

transition to primary school, greater attention to long-term policy strategy is required.”

Finally, at the time of transition, particular extra support should be put in place for some

children experiencing disadvantage, children with English as an additional Language and

children with Special Educational Needs (SEN) (O’kane, 2011). Schools will help children

transition smoothly by engaging parents and incorporating culturally responsive practices that

will include the use of the child’s first language.

2.5 Summary
The chapter has looked at the concept of transition, the various challenges faced by teachers

and learners in transition from preschool to formal school as well as the ways that can be used

to enhance smooth transition of ECD learners to formal learning. Both empirical and

theoretical data was used in the literature review. The next chapter is going to focus on the

research methodology, which focuses on data collection methods to be employed to gather

the necessary data required for the research.

 CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction
This chapter will cover the different methods that will be used by the researcher in carrying

out the study. It includes the research design, target population, sampling techniques and

sample size. The chapter will also highlight the instruments for data collection, the methods

of data collection and data analysis. Logistical and ethical considerations will be also

discussed.

3.2 Research Design

A research design is a plan that is used to generate answers to research problems (Oso &

Onen, 2009). MacMillan and Schumacher (2001) define it as a plan for selecting subjects,

research sites and data collection procedures to answer the research questions. Research

design therefore is a framework that guides action on how to collect data based on the

research questions. Some examples of the research designs include action research design,

casual design, case study design, descriptive design and experimental design.

The qualitative approach was preferred because of the merits of having some richness of data

in the sense that it used interviews and it records actual data. The strength of qualitative

approach derives directly from its inductive approach, it focused on specific people who are

grade 1 teachers and school heads. Qualitative research is the interpretative study of a

specified issue in which the researcher was central thereby providing an in-depth

understanding of the phenomenon under study. Qualitative research is characterised by a

research that aims to provide an in-depth understanding of the transitional challenges faced

by teachers in preparing preschool learners for academic achievement in grade one. In the

context of this study, qualitative research was preferred since it afforded the respondents a
chance to express themselves in terms of their understanding of the transitional challenges

affecting preschool learners in their academic achievement at grade one. Furthermore, it

enabled respondents to provide detailed explanation of the challenges affecting the effective

transition of preschool learners to grade 1 as well as suggesting ways of a smooth transition

from preschool to formal learning.

3.3 Population
Mugenda & Mugenda, (2003) define a target population as a complete set of individuals,

cases or objects with a characteristic that is both common and observable. Polit and Hungler

(1999:37) refer to the population as an aggregate or totality of all the objects, subjects or

members that conform to a set of specifications. A population also is a specific group of

people, objects or cases that meet a certain criteria. The study will target Grade 1 teachers and

school heads or principals. These will be selected from a population of 45 schools, 45 heads

or principals and 90 Grade 1 teachers in Melboureign district.

3.4 Sample and Sampling Techniques

According to Gay (1992:123), sampling is the process of carefully selecting a small part of a

target population that is assumed to be representative of all the main traits of the whole

population. A sample is the representative group that emerges from the process. In research

terms a sample is a group of people, objects, or items that are taken from a larger population

for measurement (Polit and Hungler, 1999). Gay (1992) emphasizes that it is important for a

researcher to select a good sample because the goodness of the sample determines the

generalizability of the results. There are different types of sample which include the judgment

sample, the random sample, the convenience sample and the purposive sample.

The researcher used purposive sampling to select the five public schools and five private

schools for the sample. The researcher used purposive sampling so that she could select the

schools that are near her work place. The researcher also used purposive sampling in
identifying the 10 grade one teachers and the 10 heads who will be respondents for the key

informants’ interviews.

Purposive sampling or judgment sampling according to Bernard (2002,78) simply is when,

“… the researcher chooses what they need to know and then goes out to find people who can

and are willing to provide the information according to their knowledge or experience.” It is

a non-probability technique which involves selecting participants that are proficient and well-

informed with a phenomenon of interest (Cresswell & Plano (2011). In other words purposive

sampling is about choosing individuals who have the knowledge and experience, who are

available and willing to participate, by sharing their experiences and opinions. The researcher

also used purposive sampling to these teachers as they were the ones manning the Grade 1

classes of the schools chosen. This was the same scenario with the respective heads of the

schools. Purposive sampling allows the researcher to use the cases that require information

with respect to the objective of the study (Mugenda & Mugenda, 2003). A purposive sample

of 10 grade one teachers and 10 school heads/principles will participate in the study.

The rationale for choosing this method is because it is typically used in qualitative research to

identify and select the information-rich cases for the most proper utilization of available

resources (Patton, 2002). The researcher does not want to include participants at random but

to concentrate on people with certain characteristics who will better be able to assist with the

relevant information that will sufficiently address the research questions. The study wants to

include only grade one teachers and school heads because they suit the purpose of the study.

Purposive sampling according to, Etian, Musa and Alkassim (2016:4), “…has a lot of

limitations due to the subjective nature in choosing the sample and thus it is not a good

representative of the population, but it is useful especially when randomization is impossible

like when the population is very large.” This makes purposive sampling appropriate in this

research considering the Melbelreign district population.

3.5 Research Instruments

The study employed interviews and observation schedules as research instruments.

3.5.1 Interviews
Interviews will be held with 10 Grade 1 teachers and 10 school heads. Biggam (2011) states

that the interview has long been the most popular method in qualitative research and is often

used in case studies. He again believes that the interview technique is an essential source for

important information concerning human affairs as it can provide insights into complex

situations. Gay (1992:232) describes the interview as the purposive interaction between two

or more persons, with one trying to obtain information from the other. It consists of the

structured and semi-structured type of interview.

In order to obtain key information on the ECD sector within the area of study, the researcher

used the semi-structured interview to collect data from grade 1 teachers and school heads

who were the key informants (Carter, 2000 & Beaulieu, 1992). The rationale is that the

semistructured interview allows for further probing for deeper information which might not

be possible with the structured interview. This is in light with what Bryman (2001:118) notes,

that, when using the structured interview, probing can be a possible problem area in that

participants may not understand the question and therefore may be unable to answer it or

respond accurately. In addition, an interview enables the researcher to obtain information that

cannot be obtained from observations, such as participants’ body language and emotions.

Semi-structured interview questions were designed to give participants the chance to freely

express themselves. The researcher also used semi-structured interview questions to clarify

and extend the respondents’ comments. The researcher interviewed the participants and

recorded data at the same time which later provided the researcher with both a written and a
verbatim account of the interview process thus increasing reliability. However, Gay

(1992:231) points out that when well conducted, it can produce in-depth data that is not

possible with the questionnaire and flexible as the interviewer can alter the questions to suit

the situation.

Although the interview technique was chosen as the most appropriate technique, it has a

number of disadvantages. According to Blank (2002:86-121.), interviews can be extremely

costly in terms especially if the researcher has to travel and maybe seek accommodation if

theparticipants are far and they may be lengthy and time consuming. To overcome these

challenges the researcher ensured that the district that was selected for the study was easily

accessible with minimal travelling costs and thus no need for accommodation. To overcome

this challenge a sample of the questions were administered to a test group to ensure that they

were clear, short and precise to reduce time on trying to clarify any ambiguous questions

during the interviews.

3.5.2. Observations
Direct observation offered the researcher an opportunity to gather raw data from the naturally

occurring social situation allowing the researcher to look directly at what is taking place

rather than relying on second hand accounts Cohen et al (2007). Observation is employed

when the goal is to evaluate an on-going behavioural process, event or situation even when

there are physical outcomes that can readily be seen.

The researcher relied on observation as they are nonverbal means of data collection as they

emphasize on interpreting attitudinal behaviours and allow the researcher to pass judgment on

the transitional challenges faced by teachers in preparing preschool learners for academic

achievement for grade one.

3.6 Data Collection Procedure
Research permits were obtained from the Department of Education at Midlands State

University (MSU). Gaining access to the teachers was done by contacting the targeted

primary schools and making appointments with the school heads/directors or administrators.

The same thing was done with the officers from the ministry. This enabled the researcher to

visit and explain the purpose of the intended research and familiarize with the responsible

authorities and teachers.

Using a cooperative style, the researcher made her interests known by presenting the

clearance papers from the Midlands State University and sought cooperation from those

involved in the study (Bogdan & Biklen, 2007), that is, the ministry officials school heads

and, preschool and grade one teachers respectively. The researcher made a follow up of this

by selecting a purposive sample of the teachers and contacting and inviting them to

participate in the study.

Once the sample of teachers was confirmed and contacted, the participants were assured of

confidentiality of their identities and requested to fill in a consent form (Babbie, 2001).

Thereafter, the researcher interviewed the school heads and grade 1 teachers as per individual

appointment. The researcher used an audio recorder such as a smart phone upon consent by

the participant together with note taking to capture the interview information from the school

heads.

Once the school study was completed the researcher made appointments with the ministry

officials to carry out the key informant interviews. The interviews were carried out on a one

to one basis at a convenient place and time determined by the officials. On the day of the

interview, the researcher visited the ministry officials at the convenient place that was agreed

upon to conduct the interviews. Before conducting the interviews, confidentiality was

stressed by the researcher and thereafter, the officials were given consent forms to sign
(Tuckmans, 1994). During the interviews the researcher transcribed and also used an audio

recorder again with the consent of the participant. The researcher explained that they will

make an audio recording in order to capture all their responses and furthermore to save on

time involved in handwriting their responses.

3.7 Data Analysis Procedure

Biggam (2011:165) suggests that when dealing with qualitative data one should, organize it,

break it into manageable units, synthesize it, search for patterns, discover what is important

and what is to be learned, and decide what you will tell others. To achieve this process the

researcher took detailed notes as participants talked and also transcribed and audio taped the

interview process. The analysis of data was done according to emerging themes and

descriptive statistics and this was used to unpackthe identified gaps and different thematic

areas. The data themes were informed by the data from the interviews and observations.

The researcher first of all transcribed the interviews that were recorded and handwritten and

then to gain an overall idea of the interview, the researcher read the transcripts several times.

For the qualitative data analysis, the word repetitions technique was used (Bernard & Ryan,

2010). The researcher separately listed unique words and similar words used by participants.

Once the repetition is determined, frequent use of these words provided the researcher with

insightful clues in deciding the themes. Data from all the techniques was analysed separately.

Later the research findings were described and analysed, comparing and contrasting them

with literature review findings on the transitional challenges teachers face in preparing

preschool learners for grade one.

According to Bogdan and Bilden (1982:145) in Biggam (2011:165), “… dealing with

qualitative data is described as working with data, organizing it, breaking it into manageable

units, synthesizing it, searching for patterns, discovering what is important and what is to be

learned, and deciding what you will tell others. Therefore, the researcher first described and
analysed the teachers’ interviews and compared them with literature review findings.

Secondly, the researcher described and analysed the school heads’ interview results and

compared them with literature review findings and thirdly, the researcher described and

analysed the observation results and also compared them with literature review findings.

Finally, the researcher compared observation results against the grade 1 teachers and school

head’s official’s interview results. Data collected was presented using figures, tables and

percentages through a graph and pie chart.

3.8 Ethical considerations

Rule & John (2011:111) assert that the key aspects of the quality of research and its

trustworthiness are the ethical relationships and its practices. In this regard the researcher was

responsible to inform the participants about their rights before the research begins. The

respondents have the right to privacy and confidentiality, (Babbie, 2001). They also have the

right to know the purpose of the research so that they can decide if they want to participate or

not. Referring to the above mentioned the researcher presented the permission request letter

from MSU stating the purpose of the research. The researcher also made known to the

participants the purpose of the study and assure them that whatever information they give

would be treated in confidence and that their identities would be kept private.

Participants were also informed that they again had the right to stop participating at any time

if they feel that their rights are being violated or that they feel uncomfortable in responding to

the study questions. According to Tuckmans (1994:14) the researcher must guarantee

confidentiality, more especially when dealing with interview sessions with the participants. In

addition consent forms will be made available to the respondents prior to participation in

order to formalize the process. This was in line with Babbie (2001:471) who states that the

ethical norms of voluntary participation and no harm to respondents should be formalized in

the form of informed consent. The issued consent form to the participants will appear in the
last pages together with the letter asking for permission and acceptance letter to conduct the

investigation in the Malbelreign District.

3.9 Summary
This chapter presented the research design and methodology. It described the methods to be

used to obtain data such as research instruments which include interviews and observation,

sampling, and ethical measures. In the next chapter, the researcher will present and discuss

the findings of the research project

 CHAPTER 4

DATA PRESENTATION, ANAYSIS AND DISCUSSION

4.1 Introduction
This chapter will zero in on information introduction, investigation, conversation and an

outline. The information was gathered from two classes of respondents, specifically; Grade 1

educators and school heads in Malbelreign District of Harare. Ten (10) school heads and ten

(10) grade teachers were regulated with meetings and perception of the indoor and open air

learning climate was directed in each school. Evaluation 1 instructors and school heads'

reports were broke down to check for the presence of any change systems at the schools. The

information gathered is introduced as tables, pie diagrams, visual charts and segment

diagrams.

4.2 Demographics
Information on the characteristic of Grade 1 teachers and school heads was collected in the

following categories: Sex, professional training and years of teaching experience.

4.2.1. Sex
Sex has to do with gender issues. Gender can be defined as socially constructed differences

between men and women, which are learned, change over time and have wide variation

within and between cultures, (Meena, 1992, Shaba, 2002). This can be reinforced by major

agents of socialization such as family, peer groups, school and the mass media.

Table 4.2.1 Sex of Participants

Category of respondents Females Males Total

Grade One Teachers 8 2 10
School Heads/Principals 7 3 10

TOTAL 15 5 20
Table 4.2.1 shows the sex of the example of instructors and school heads. It contained 5

males (25% of the complete respondents) and 15 females which is about 75% of the

respondents. The motivation behind why there are a bigger number of females than males is a

direct result of cultural mentalities towards males showing children. In one examination

discoveries, Nyoni and Nyoni (2012) on Gender Destereotyping in Early Childhood

Development express that, "Cultural perspectives towards ECD male instructors are

portrayed, best case scenario, as threatening."

Male evaluation 1 educators are viewed as distorted individuals from the general public and a

few respondents said that they were awkward leaving their young girl child or relative with a

male instructor (Bridgemohan, 2001). That likewise negatively affected those youthful

students who stay with male family members at home.

4.2.2. Professional Qualifications

The study revealed the following academic qualifications of the participants through

interviews;

Table 4.2.2. Academic Qualifications of Participants

RESPONDENTS' QUALIFICATIONS

9
8
7
6
5
4
3
2
1
0
CERTIFICATES IN DIPLOMA IN DEGREE IN MASTERS IN
EDUCATION EDUCATION EDUCATION EDUCATION

RESPONDENTS' QUALIFICATIONS

Bar graph on Fig 4.2.2 shows how qualified the respondents were to teach grade 1 classes.
There are 9 educators with declarations in baby instruction, 7 instructors with a certificates, 3

educators with a Degree and just 1 with a Master's in Education who turns out to be a head at

a private place. The currentcircumstance in Zimbabwe is that most young children and grade

1 classes are monitored by less qualified instructors.

Zimbabwe has a lack of utilized exceptionally qualified youth instruction instructors as most

educators in ECD classes are paraprofessionals or general educators who have not gone

through the Early Childhood Development preparing to cook for the advancement of little

children and preschoolers. This is on the grounds that According to the Annual Statistical

Report (2014), ECD prepared educators in Zimbabwe establish 28.3% and the remainder of

the instructors are unfit. This is additionally brought about by low take-up of qualified

instructors by the public authority because of the current financial difficulties the nation is

confronting. This may likewise be because of low compensation. Absence of exceptionally

qualified or appropriate staff thusly is a significant obstacle to the smooth change of

preschool students to review 1 as they might be inappropriately dealt with or arranged.

4.2.3. Teaching Experience

Concerning their work experience, the responses of the participants are shown in the graph

below.
Figure 4.2.3 Participants Experi
ence
45.00%

40.00%

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%
0-5 6-10 11-15 16-20 21+

Figure 4.2.3 shows that (8 participants) 40% of the participants had 0-5 years’ work

experience,

(5 participants) 25% had 6-10 years’ experience, (4 participants) 20% had 10-15 years’

experience, (2 participants) 10% had 16-20 years whilst only 1 participant (5%) had 21+

years’ experience. Work experience varied form one year to 30 years. The longest serving

teacher with 30 years was in grade one at a government school. The majority of the teachers

ranged from 0 to 5 years which accounted for over 40% of the total respondents.

Discoveries by Kini and Podolsky (2019:11) express that, "Training experience is decidedly

connected with understudy accomplishment gains all through an instructor's vocation. Gains

in educator viability keep on being huge as instructors arrive at the second, and regularly

third, many years of their vocations." The examination discoveries uncover that the

exploration members were less knowledgeable about taking care of youthful students from

ECD to review 1 which at that point turned into another downside in the smooth change of

students from preschool to the conventional school.

4.3 Research Findings
The findings of the study are presented under the following themes that emerged from the

research questions and the responses to face-to-face interviews and observations:

4.3.1. Understanding of Transition

Before highlighting the transition strategies, the participants were asked to give their

understanding of transition. The respondents defined “transition” in similar ways, although

stated in different words. The following are the responses given by the participants from the

interviews;

(1) Moving gradually from one setting to another;

(2) the move from one stage to another, requires adjusting to the changes;

(3) Gradual shifting from one stage or level to another;

(4) Shifting or moving from one level of learning to another;

(5) Process which takes place between two stages of development

(6) Smooth gradual shift from one stage to another

(7) As one moves from one step to another, there are changes which require adaptability;

(8) Involves the element of adjusting and adapting to the next development level socially,

academically and emotionally.

(9) Moving from one environment to the other.

The variety of responses indicated that the participants had an enlightened view of transition

as a process of change which encompasses the events and experiences which occur when

children move from one setting to another. The responses also indicated that transition

embraces aspects of adjusting and adapting to new settings of learners emotionally, and

socially
4.3.2. Transition strategies used by teachers
The table below shows the results of the interviews on transition strategies used by teachers

in the selected schools.

TRANSITION STRATEGY PERCENTAGE OF

RESPONDENTS
Parental involvement 25%
Using appropriate teaching 15%

practices
Collaboration among teachers 20%
Creating child friendly 35%

environments
Policy alignment 5%
Table 4.3 Transition Strategies

The respondents were approached to propose the progress systems they are utilizing in

guaranteeing smooth change of students from preschool to formal learning. 5 respondents

(25%) were for parental contribution as the best methodology, 3 respondents (15%)

recommended the utilization of proper showing rehearses, 4 respondents (20%) referenced

improved joint effort among ECD and formal teachers as the best system while the other 35%

and 5% pinpointed the formation of youngster amicable conditions in schools and strategy

arrangement individually.

The principal objective of this examination was to build up the change methodologies utilized

by members in preschool to work with youngsters' smooth progress to grade school. The

examination set up that members utilized an assortment of progress systems. Five sorts of

change methodologies arose during the meetings with educators and perceptions done during

indoor and outside exercises. The systems included utilizing proper showing rehearses, joint

effort among educators, establishing youngster agreeable conditions, parental association and

strategy. To help the making of kid agreeable school conditions as the significant system that
could be utilized to improve smooth change of preschool students to formal classes, one of

the respondents expressed that:

"Kid cordial learning conditions are imperative in upgrading smooth change of preschool

students to review 1. Students ought to be permitted to work in conditions helpful for learning

through play, similarly as they are utilized to do in preschool. This would permit them to

rapidly adjust to formal learning conditions, henceforth, considering a smooth change from

preschool to review 1". This shows that school heads and grade one instructors ought to

endeavor to establish kid agreeable conditions for smooth change to review 1 however

different systems like utilizing suitable showing rehearses, joint effort among educators,

parental inclusion and strategy are additionally helpful.

4.3.3. Effectiveness of the transitional strategies

Respondents were asked on whether the systems they utilized were compelling in

guaranteeing the smooth change of students from preschool to review 1. Every one of the

respondents were met and had different perspectives with respect to the degree of viability of

the utilized methodologies which included parental contribution, utilization of suitable

showing strategies, instructor coordinated effort, establishing youngster well disposed

conditions and adjusting the training arrangements that influence momentary exercises of

preschool students.

Most respondents see making youngster agreeable schools and strategy arrangement as the

best techniques to upgrade change of preschool students. The greater part of the respondents

recommended establishing kid agreeable school conditions as the best technique to guarantee

a smooth change of students from ECD to review 1 while a couple were for the proper

instructing strategies.
To help this, one government funded school head remarked that: “A lot of intervention

strategies need to be put in place in both locally and nationally. Most effective of all can be

working towards the creation of child friendly learning environments and aligning the

ministry’s policies with regard to preschool learning and transition to formal schooling so

that the gap between the two is bridged”.

The research findings indicate that the majority of the respondents were of the view that

collaboration among teachers, creating child friendly environments in schools and policy

alignment with regards to ECD curriculum and transition to formal schooling are the best

strategies to ensure a smooth transition of learners from preschool to grade one.

4.3.4 Challenges hindering a smooth transition from preschool to grade one.

The third target tried to discover the change difficulties that instructors looked in getting

ready youngsters for a smooth progress from preschool to review one. A few progress

difficulties were recognized during interviews with grade teachers and during perceptions

made of indoor and open air exercises. They were identified with parental contribution, the

school learning climate, grade school educational plan, between staff cooperation and

strategy.

The discoveries demonstrate that parental contribution and the school learning climate are the

central point that frustrate a smooth progress of preschool students to review 1. In the event

that the learning climate isn't well disposed to the students, they are more averse to adjust to

it, prompting a helpless progress while additionally the progressions in educational program

from ECD where kids learn through play to review 1 where there is formal picking up

occurring significantly influences them. On the side of absence of parental association as one

of the significant difficulties to compelling progress of preschool students to review 1, one of

the evaluation 1 educators remarked that:

“Another major hindrance to effective transition from preschool to grade 1 is that parents

are not accorded chance to chip in on their children’s activities. As parents are the major

stakeholders in their children’s learning, they also need to contribute on what can be done to

ensure a smooth transition from ECD to grade 1 where formal learning takes place”.

The moves identified with parental association included absence of responsibility by

guardians who would not like to pay expenses for their youngsters on schedule and some who

were not quick to be engaged with the school exercises, for example, going to class

gatherings and capacities. This implies guardians need information on the job they ought to

play during the progress time frame. They are oblivious of the advantages of their

contribution in the progress of kids from preschool to elementary school. The investigation

set up that lion's share of parent were more engaged with their youngsters' schooling at pre-

elementary school and less associated with grade school.

On the provoke identified with the threatening learning climate, the examination uncovered

that the members didn't have sufficient indoor instructing/learning materials. The majority of

the study halls had no diagrams or solid materials for kids to gain from. Members contended

that they had instructing/learning materials which they possibly showed when they were

showing specific themes.

Moreover, it was seen that the reading material gave to kids were insufficient for every kid in

the homeroom. In some elementary schools the specialist saw one reading material being

divided between three kids who sat on one little work area. In some grade school, it was seen

that kids were required to peruse and duplicate from the writing slate that was excessively far

from them. Accordingly, kids may feel deterred from taking part in learning exercises that

presented testing to their formative capacities.

One eighth of the members referred to provoke identified with the educational program.

Difficulties that were related with the educational program included: insufficient elementary
school prospectus inclusion and clashing teaching methods utilized in grade school. During

perception of indoor exercises, it was noticed that instructing in grade one was more educator

focused and more organized while instructing in preschool was more adaptable, agreeable

and learning was play-based.

The examination shows that one 6th of the members announced between staff cooperation as

the significant test on the move. The difficulties included: insufficient correspondence among

essential andpreschool educators, deficient sharing of data with preschool instructors and

inconsistencies in the utilization of the language of the catchment territory.

Meetings with the members uncovered that between staff correspondence between educators

in the two settings was low. Most grade one educators never counseled their student's

preschool instructor concerning their educating and learning capacities. The rare sorts of

people who imparted were those instructors from government schools who conceded that

they possibly connect with the preschool educators when they recognize some genuine

learning difficulties with a portion of their understudies.

Absence of an engaged explicit approach was refered to by one twelfth of the members as a

test to the smooth progress of youngsters to review one. They contemplated that absence of

strategy lead to insufficiencies in compelling changes.

The examination set up that members have no chance to get of guaranteeing whether they are

utilizing suitable progress techniques or a method of evaluating the viability of their

procedures. This is a direct result of feeble responsibility instruments by the service of

instruction and furthermore absence of a reference point for the educators. Strategy ought to

consistently advise practice; thus, the shortfall of a reasonable and explicit approach prompts
the advancement of a laid back disposition by instructors towards their work. Seemingly,

absence of strategy on change influences the smooth progressing of young children.

4.3.5 Suggestions on overcoming the transition challenges faced by teachers.

The fourth goal centers around suggestions on the best way to conquer the change difficulties

looked by educators in planning preschool kids for grade one. The members from the

investigation refered to various potential answers for the change. The table beneath sums up

the quantity of respondents against the ideas given to guarantee smooth change of students

from preschool to review one.

SUGGESTED STRATEGY PERCENTAGE OF

RESPONDENTS

(a) Parental Involvement 20%

(b) Improved School learning 30%

environment
(c) Curriculum Alignment 25%
(d) Inter-staff Collaboration 20%
(e) Policy Alignment 5%
Table 4.5 Suggestions to overcome transition challenges.

Table 4.5 shows the recommended answers for the difficulties of progress. 20% of the

respondents were of the view that parental contribution is valuable in tackling the change

issues, 30% went for an improved learning climate, 25% of them recommended that there is

need to adjust the educational plan while the other 20% and 5% idea between staff joint effort

and strategy arrangement were the best arrangements separately.

Members recommended that parental inclusion ought to be energized by the schools if

smooth progress is to be accomplished. A large portion of the schools had put to the side just
break time and noon as suitable occasions for chatting with the guardians. This would make

guardians mindful of the instructor who might be training their youngsters in elementary

school and will likewise bring about expanded correspondence between the educators and the

guardians. Thusly this would expand the odds of a smooth change of the youngsters. On the

learning climate the members referred to that the public authority ought to be included, in the

arrangement of satisfactory educating/learning assets as an answer for the provokes identified

with the lack of instructing/learning assets, packing, arrangement of sufficient open air play

gear and the area of preschools and grade schools.

On challenges identifying with the educational program, the members recommended that

educational program organizers consider the deficient grade school prospectus inclusion and

clashing teaching methods utilized in elementary school. A lot more noteworthy degree of

congruity that would overcome any barrier between the two instructive encounters regarding

instructional method and educational program is required to assist the youngsters with

accomplishing a smooth progress. More noteworthy arrangement in educational program and

instructional method across preschools and elementary schools is featured by members as

being basic to kids' learning and advancement and therefore smooth progress into school. To

accomplish this, Ahtol et al. (2011) recommends that the educational plans of preschool and

grade one school be composed and reconsidered together by the preschool and primary

school work force. Their inclusion is accepted will help connect and lessen the separation in

ideas, assumptions, educational plan, teaching method, and control among preschool and

primary school (Carlton and Winsler, 1999; Einarsdottir, 2006).

The examination set up that there were momentary provokes identified with instructor joint

effort. To address this test, members suggested that as a component of the progress

interaction it is additionally significant that there is move of data on kids' learning and

advancement among preschools and elementary schools. Members demonstrated that there
ought to be more correspondence among the guardians, school, ECD and grade one educators

during progress. This will help make compatibility among preschools and elementary schools

just as help support congruity and movement for the kid. Data sharing can be as portfolios or

composed reports itemizing progress and accomplishment of understudies in preschool.

The examination set up that a large portion of the change difficulties were because of absence

of a particular progress strategy. Members uncovered that they need some direction

concerning how to successfully complete the progress cycle as teachers. At the point when a

strategy declaration was made in 2004 in Zimbabwe that necessary elementary schools to join

an ECD class that would graduate into Grade One, the "prepared school" idea as far as the

arrangement of a favorable learning climate for the youthful students was not placed into

account.

Therefore this made a yawning hole among strategy and practice as by and large, grade

schools were not prepared for the ECD kids concerning homerooms, latrines, furniture and

fittingly qualified instructors (Chikwiri and Musiyiwa, 2017). Most specialists contend that

while schools occupied with change measures at their nearby level, all the more should be

done at strategy level to guarantee more noteworthy intelligence on the move practice

(Woodhead and Oates, 2007; O'Kane 2007). Keinig and Margetts (2013) contend that, "to

more readily uphold the change to grade school, more noteworthy thoughtfulness regarding

long haul strategy technique is required."

4.4 Summary

In rundown, the investigation through the meetings and examination of instructors and school

heads' reports just as perceptions made set up that there were a few change procedures that

were utilized by members in their endeavor to help youngsters make a smooth progress to

grade school. These methodologies included: utilizing fitting showing practices like utilizing
formatively suitable educational plan exercises, utilizing kid focused strategies, permitting

preprimary younger students visit grade one class and pre-formal learning. Different

techniques additionally included utilizing the language of the catchment territory, data

dividing among the two levels and parental association.

Despite the fact that discoveries from the meetings uncovered that the entirety of the

techniques were compelling somewhat perception uncovered that their adequacy was tested

by the restricted educating/learning assets, packing, helpless parent perspectives, absence of

correspondence among the members of the two levels and disparities in the educational

program. Members anyway featured that these difficulties could be overwhelmed by

including every one of the partners like the public authority, educational program organizers,

instructors, and guardians in the progress cycle through the foundation of a particular change

strategy

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction
This charpter presents the synopsis of the investigation, significant discoveries, ends and

suggestions. The outcomes or significant discoveries of the examination study were

deciphered comparable to current writing on progress practices and difficulties. Suggestions

or proposals for experts and strategy producers were refered to and including ideas for future

examination.
5.2 Summary
The primary reason for the investigation was to discover the progress difficulties looked by

educators in getting ready preschool students for scholastic accomplishment for grade one in

the Malbereign District of Harare. The examination starts by illustrating the foundation to the

investigation, explanation of the issue, reason and destinations of the investigation. Four

examination questions were formed including the meaning of the investigation to the service

of instruction, educational program organizers, ECD instructors, guardians and students as

the end recipients. The examination explored what instructors saw to be hindrances and

additionally challenges identifying with the execution of progress rehearses. The exploration

questions were jogged on the change procedures, their adequacy, the difficulties looked by

instructors just as the proposals to improve successful progress of preschool students to grade

school.

An audit of writing explaining the idea of progress, the hypothetical system and examination

goals was given. Following the survey of writing was the exploration technique. The

exploration followed the subjective examination plan and an example size of 20 members

who included Grade 1 instructors and school heads/administrators was chosen through

purposive testing. Discoveries depended on members' perspectives requested through open-

finished and eye to eye interviews with both indoor and outside perceptions utilized to

supplement the meetings.

Investigation of the discoveries was done through information introduction, examination and

conversation. The discoveries included data about the socioeconomics of the exploration

members like sex, work insight and instructive capabilities. The significant discoveries of the

examination were coordinated around the four exploration questions, which were the

instructor's change techniques, their adequacy, challenges lastly a feature of the suggestions

by the members. The discoveries were likewise introduced as tables, outlines and diagrams.
5.3 Major Research Findings
The significant discoveries identified with the learning conditions were that preschool

educators utilized suitable change showing practices like formatively fitting educational

program, utilizing kid focused showing techniques and permitting preschool kids to visit

grade one classes and elementary teachers pre-formal learning and mentioning to kids what is

anticipated from them in grade school to empower the smooth progress of kids. In any case,

perceptions uncovered most of the grade schools that were considered didn't have sufficient

indoor educating/learning materials particularly private ECD focuses that had no satisfactory

room or land. The majority of the study halls had uncovered dividers that had no graphs or

solid materials for youngsters to gain from. Likewise, it was seen that the course readings

gave to kids were insufficient for every youngster in the homeroom. In some grade schools

perceptions uncovered that one course book was divided between three kids who sat on one

little work area and in another elementary school, it was seen that kids were required to

peruse and duplicate from the writing slate that was excessively far from them.

Material assets upgrade the successful educating and learning of small kids by making

learning really meaning. Kids need hands on encounters as they collaborate and construct

associations with their current circumstance. Without material assets, for example, age proper

play materials, gear and foundation, youngster asset communication is beyond the realm of

imagination and along these lines learning comes up short. This meant that youngsters didn't

have a sense of safety in elementary school due to the learning encounters they experienced.

Comparable to the school educational program the examination showed that the educational

program had lacking grade school schedule inclusion and clashing teaching methods were

utilized in elementary school. Various ways to deal with showing youthful students in

preschool and grade one level were viewed as a significant issue. The thing that matters is

centered