Perceptions of first-grade teachers of the transition from kindergarten to first grade

The purpose of this study was to determine the attitudes and perceptions of first-grade teachers in Knox County, Tennessee concerning the transition from kindergarten to first grade. A survey consisting of 43 questions was administered to 75 first-grade teachers. survey concerned curricular continuity and academic expectations for first-graders versus expectations for kindergarteners. A four-point, Likert-type attitude scale was designed for this study to address any existing transition problems. Data from returned surveys were analyzed by calculating the frequency and percentage of responses to each survey item using the SAS computer program.

Major conclusions reached from the results of this study, were: (1) There are problems with the transition from kindergarten to first grade in Knox County. (2) A disparity in academic requirements and expectations exists between kindergarten and first grade. (3) Many children are not prepared to enter first grade and have problems staying on task and completing their work in first grade. (4) Transition problems also have a negative impact on teachers who must maintain a fast pace to get children through the first-grade curriculum. (5) A variety of solutions to transition problems, including retention, transitional classes, developmental screening tests, and restructuring the first-grade curriculum could and should be utilized to help children be more ready for first grade.