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ERIC Number: EJ975650
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1524-5039
Action Research to Address the Transition from Kindergarten to Primary School: Children's Authentic Learning, Construction Play, and Pretend Play
Lee, Scott; Goh, Garry
Early Childhood Research & Practice, v14 n1 Spr 2012
Children experience demanding changes during the transition from early childhood programs to primary school. Research shows that children's initial academic and social success at school can affect their long-term adjustment, achievement, and success. The authors, both early childhood teachers in Singapore, undertook an action research project that involved using young children's constructions and pretend play to adapt a transition-related challenge into an authentic learning experience for a group of fourteen 5- to 6-year-olds in a suburban kindergarten. The teachers employed the action research cycle of data gathering and reflection about teaching practice and learner needs, planning and implementation of change to address the problem, and additional data gathering and reflection to assess the effects of the change and to determine future modifications. The teachers concluded that the activities achieved successful cognitive and affective outcomes in supporting the children's ability to apply what they had learned to solve a real-life problem outside the classroom. The children's positive experience contributed to helping them develop positive attitudes about school prior to transition. It also contributed to reducing one potential cause of anxiety and stress for the children and their parents. (Contains 16 figures.)
Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore