A Study of the Transition from the Foundation Stage to Key Stage 1. Research Report: SSU/2005/FR/013
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| Title: | A Study of the Transition from the Foundation Stage to Key Stage 1. Research Report: SSU/2005/FR/013 |
|---|---|
| Language: | English |
| Authors: | Sanders, Dawn, White, Gabrielle, Burge, Bethan, Sharp, Caroline, Eames, Anna, McEune, Rhona, Grayson, Hilary, National Foundation for Educational Research |
| Source: | National Foundation for Educational Research. 2005. |
| Availability: | National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk |
| Peer Reviewed: | N |
| Page Count: | 169 |
| Publication Date: | 2005 |
| Document Type: | Reports - Evaluative |
| Education Level: | Early Childhood Education |
| Descriptors: | National Curriculum, Educational Needs, Program Effectiveness, Teaching Methods, Research Reports, Transitional Programs, Literature Reviews, Childhood Attitudes, Administrator Attitudes, Parent Attitudes, Teacher Attitudes, Interviews, Educational Practices, Preschool Education, Preschool Evaluation, Educational Assessment, Educational Indicators, Foreign Countries, Educational Research |
| Geographic Terms: | United Kingdom |
| ISBN: | 978-1-84478-441-7 |
| Abstract: | This study set out to provide an evidence base concerning the effectiveness of the transition from the Foundation Stage (which applies to children aged three to five years) and Year 1 (for children aged five to six). The study had two main aims: (1) to provide a solid evidence base about the effectiveness of the transition from the Foundation Stage to Key Stage 1; and (2) to improve understanding about how best to support children's learning during this transition. The findings suggest that there are some issues that present challenges for children, staff and parents during children's transition to Year 1: (1) Teachers said that they were able to manage the transition, but felt that some areas remained problematic. The biggest challenge was posed by the move from a play-based approach in the Foundation Stage to a more "structured" curriculum in Key Stage 1. The introduction of the full literacy hour and the daily mathematics lesson was identified as challenging because it was difficult to get young children to sit still and listen to the teacher; (2) School staff thought that children needed certain skills in order to make a good start in Year 1. These included being able to care for themselves and to carry out tasks without adult support, an ability to listen to the teacher and to sit still; (3) While staff thought that most children coped well with the transition to Year 1, certain children were identified as more likely to experience problems. These included children who were younger/less mature, were less able, had special educational needs or spoke English as an additional language; (4) Interviews with children highlighted the influence of the curriculum and pedagogy on children's enjoyment of learning. Children valued their experiences in Reception and regretted the loss of opportunities to learn through play. Some were worried by the workload expected in Year 1, found writing difficult and were bored by the requirement to sit and listen to the teacher. On the other hand, children enjoyed the status of being more grown up, and some welcomed the learning challenges presented in Year 1; (5) Parents wanted more information about transition. They wanted to know what would be expected of their children, so they could help them prepare for Year 1. They would have liked to meet their child's new teacher before the beginning of Year 1; and (6) The case-study schools had adopted a variety of strategies aimed at smoothing transition. These tended to focus on three areas: induction of children into Year 1, continuity of practice between Reception and Year 1, and communication between staff, parents and children. Appended are: (1) Search strategy and methods adopted in the literature review; and (2) Sampling characteristics of the telephone interviews and case-studies. The findings from this study indicate that the transition to Key Stage 1 does pose challenges for schools, children and parents. On the positive side, most staff felt they were managing the situation and most children seemed to be coping well with the move to Year 1. |
| Abstractor: | As Provided |
| Number of References: | 72 |
| Entry Date: | 2008 |
| Accession Number: | ED502599 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED502599 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: A Study of the Transition from the Foundation Stage to Key Stage 1. Research Report: SSU/2005/FR/013 – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sanders%2C+Dawn%22">Sanders, Dawn</searchLink><br /><searchLink fieldCode="AR" term="%22White%2C+Gabrielle%22">White, Gabrielle</searchLink><br /><searchLink fieldCode="AR" term="%22Burge%2C+Bethan%22">Burge, Bethan</searchLink><br /><searchLink fieldCode="AR" term="%22Sharp%2C+Caroline%22">Sharp, Caroline</searchLink><br /><searchLink fieldCode="AR" term="%22Eames%2C+Anna%22">Eames, Anna</searchLink><br /><searchLink fieldCode="AR" term="%22McEune%2C+Rhona%22">McEune, Rhona</searchLink><br /><searchLink fieldCode="AR" term="%22Grayson%2C+Hilary%22">Grayson, Hilary</searchLink><br /><searchLink fieldCode="AR" term="%22National+Foundation+for+Educational+Research%22">National Foundation for Educational Research</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22National+Foundation+for+Educational+Research%22"><i>National Foundation for Educational Research</i></searchLink>. 2005. – Name: Avail Label: Availability Group: Avail Data: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 169 – Name: DatePubCY Label: Publication Date Group: Date Data: 2005 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22National+Curriculum%22">National Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Childhood+Attitudes%22">Childhood Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Evaluation%22">Preschool Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Indicators%22">Educational Indicators</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: ISBN Label: ISBN Group: ISBN Data: 978-1-84478-441-7 – Name: Abstract Label: Abstract Group: Ab Data: This study set out to provide an evidence base concerning the effectiveness of the transition from the Foundation Stage (which applies to children aged three to five years) and Year 1 (for children aged five to six). The study had two main aims: (1) to provide a solid evidence base about the effectiveness of the transition from the Foundation Stage to Key Stage 1; and (2) to improve understanding about how best to support children's learning during this transition. The findings suggest that there are some issues that present challenges for children, staff and parents during children's transition to Year 1: (1) Teachers said that they were able to manage the transition, but felt that some areas remained problematic. The biggest challenge was posed by the move from a play-based approach in the Foundation Stage to a more "structured" curriculum in Key Stage 1. The introduction of the full literacy hour and the daily mathematics lesson was identified as challenging because it was difficult to get young children to sit still and listen to the teacher; (2) School staff thought that children needed certain skills in order to make a good start in Year 1. These included being able to care for themselves and to carry out tasks without adult support, an ability to listen to the teacher and to sit still; (3) While staff thought that most children coped well with the transition to Year 1, certain children were identified as more likely to experience problems. These included children who were younger/less mature, were less able, had special educational needs or spoke English as an additional language; (4) Interviews with children highlighted the influence of the curriculum and pedagogy on children's enjoyment of learning. Children valued their experiences in Reception and regretted the loss of opportunities to learn through play. Some were worried by the workload expected in Year 1, found writing difficult and were bored by the requirement to sit and listen to the teacher. On the other hand, children enjoyed the status of being more grown up, and some welcomed the learning challenges presented in Year 1; (5) Parents wanted more information about transition. They wanted to know what would be expected of their children, so they could help them prepare for Year 1. They would have liked to meet their child's new teacher before the beginning of Year 1; and (6) The case-study schools had adopted a variety of strategies aimed at smoothing transition. These tended to focus on three areas: induction of children into Year 1, continuity of practice between Reception and Year 1, and communication between staff, parents and children. Appended are: (1) Search strategy and methods adopted in the literature review; and (2) Sampling characteristics of the telephone interviews and case-studies. The findings from this study indicate that the transition to Key Stage 1 does pose challenges for schools, children and parents. On the positive side, most staff felt they were managing the situation and most children seemed to be coping well with the move to Year 1. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 72 – Name: DateEntry Label: Entry Date Group: Date Data: 2008 – Name: AN Label: Accession Number Group: ID Data: ED502599 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 169 Subjects: – SubjectFull: National Curriculum Type: general – SubjectFull: Educational Needs Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Research Reports Type: general – SubjectFull: Transitional Programs Type: general – SubjectFull: Literature Reviews Type: general – SubjectFull: Childhood Attitudes Type: general – SubjectFull: Administrator Attitudes Type: general – SubjectFull: Parent Attitudes Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Interviews Type: general – SubjectFull: Educational Practices Type: general – SubjectFull: Preschool Education Type: general – SubjectFull: Preschool Evaluation Type: general – SubjectFull: Educational Assessment Type: general – SubjectFull: Educational Indicators Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Educational Research Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: A Study of the Transition from the Foundation Stage to Key Stage 1. Research Report: SSU/2005/FR/013 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: National Foundation for Educational Research – PersonEntity: Name: NameFull: Sanders, Dawn – PersonEntity: Name: NameFull: White, Gabrielle – PersonEntity: Name: NameFull: Burge, Bethan – PersonEntity: Name: NameFull: Sharp, Caroline – PersonEntity: Name: NameFull: Eames, Anna – PersonEntity: Name: NameFull: McEune, Rhona – PersonEntity: Name: NameFull: Grayson, Hilary IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 2005 Identifiers: – Type: isbn-print Value: 978-1-84478-441-7 Titles: – TitleFull: National Foundation for Educational Research Type: main |
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