Abstract:
In South Africa, the development of the 2001 White Paper No. 5 on
Early Childhood Development (ECD) has been an instrumental policy in the
development of changes to assist in preparing children for formal schooling,
along with a strong focus on early childhood education. However the extent to
which these are being enacted is relatively unknown. This study investigated
understandings and practices of stakeholders involved in the transition of
children moving from preschool or home into primary school in South Africa. A
case study approach was adopted focusing on two schools situated in
economically disadvantaged provinces of South Africa. School principals and
teachers were interviewed to determine their knowledge of, and relationships
with preschools, and practices around school transition. Grade 1 teachers were
also asked about the factors influencing children’s transition to school. Parents
were asked about their views of transition and how their children were supported
as they started school. Taking note of the children’s own voices was imperative
in determining how they experienced transition to school. While case study
findings cannot be generalised, the results suggest that much needs to be done to
increase awareness of early childhood education and for the government to move
beyond universal accessibility to ensuring the quality of provision at the local level.
