Teachers' perceptions of integrating kindergarten and  first-grade primary school language curricula

Zoi Apostolou; Nektarios Stellakis

doi:10.37291/2717638X.20201234

Authors

Zoi Apostolou University of Patras https://orcid.org/0000-0003-4359-397X
Nektarios Stellakis University of Patras https://orcid.org/0000-0002-1934-8715

DOI:

https://doi.org/10.37291/2717638X.20201234

Keywords:

Literacy, Kindergarten, Primary school, Teachers’ perceptions, Integration, Curricula

Abstract

The purpose of this research paper is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers on the integration of kindergarten and first-grade of primary school language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 326 kindergarten teachers and 306 teachers who were teaching at the time of this study the first-grade of primary school in two Greek prefectures. Research data has shown that first-grade teachers appear to be more positive than kindergarten teachers towards integrating the two curricula. Both kindergarten teachers and first-grade teachers seem to partially agree with the creation of a curriculum with common goals and objectives. Nevertheless kindergarten teachers appear more hesitant, expressing their concerns and fears of a potential “schoolarization” of the kindergarten.

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