Transition from Preschool to Standard One in Botswana Public Primary Schools
DOI:
https://doi.org/10.47941/jep.645Keywords:
Transition, Preschool, Standard One, Learners, Teachers, Primary SchoolAbstract
Purpose: This paper examines transition from Preschool to Standard One in the Early Childhood Education programme implemented in 2013 in Botswana public primary schools.
Methodology: The methodology employed in this study is the qualitative approach with multi-case study technique to investigate the implementation of the Early Childhood Education programme. Transitional Bilingual Education is used as the theoretical framework to benchmark the realities of transition from Preschool to Standard One classrooms. Data collection was done using open ended questionnaires, interviews, focus group discussions and scrutiny of learners’ artifacts.
Results: The findings indicated that transition is not smooth due to the languages of instruction used at both Preschool and Standard One, learners who do not attend Preschool and lack of teacher aides in Standard One classes. The study concluded that there must be harmonization of languages of instruction at both levels to enable smooth transition.
Unique contribution to theory, policy and practice: Lastly, the study recommends compulsory Preschool learning for all young learners before entry into Standard One.
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