An investigation into the issues and practices surrounding children’s transition from the early years foundation stage to key stage one

West, Sarah (2013) An investigation into the issues and practices surrounding children’s transition from the early years foundation stage to key stage one. BA dissertation, University of Portsmouth.

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    Abstract

    In recent years much has been documented about the influence of transition on young children’s learning and development. Although findings from previous research suggest that most children transition well it was the disparity between the Early Years Foundation Stage and Key Stage One curriculums that children found most problematic. This enquiry investigates the transition of a group of ten children from a local infant school as they leave their EYFS class and move into KS1. It focuses on the children prior to, during and after their transition in order to determine the issues and practices that may influence their transition into KS1.The children were selected from a class of thirty with consideration given to their gender, term of birth, developmental abilities and personal, social and emotional development which previous research identified as being significant to successful transition. Mainly qualitative data was collected through interviews, questionnaires and focus groups over a six month period. The children’s parents were invited to complete questionnaires and their class teachers were interviewed with the aim of establishing their views on the children’s transition in KS1. The children took part in individual interviews and focus groups which included opportunities to record their responses using drawings and photographs so as to investigate the transition from their viewpoint. This enabled the researcher to gather a variety of data to determine the issues, specific supportive practices and impact of children’s individual characteristics and abilities on effective transition to KS1.The findings suggest that most of the children transitioned well into KS1. Significant factors however were continuation of the EYFS curriculum during the children’s first term in KS1, the importance of secure friendships and the value of transition practices. However, it has also highlighted that children are individuals and consequently all react to the transition differently.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Alice Bentley
    Date Deposited: 16 Jul 2015 15:08
    Last Modified: 16 Jul 2015 15:08
    URI: http://eprints.port.ac.uk/id/eprint/17742

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