Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Education (MEd)

First Advisor

Dr Nasima Syed Shakeel Ahmed Jan

Second Advisor

Ms Yasmeen Mehboob

Department

Institute for Educational Development, Karachi

Abstract

This qualitative study explores the experiences of stakeholders transition of children from Early Childhood Education (ECE) to Grade 1 in a non- for-profit school in Karachi, Pakistan, focusing on the experiences of Grade 1 teachers, Grade 1 students, and their parents. Using purposive sampling, eight Grade 1 teachers, eight students, and their parents were selected. Data collection methods included focus group discussions, in-depth interviews, an art-based approach, and document review. The findings identify several challenges in the ECE-to-Grade 1 transition. Curriculum misalignment complicates students' shift from play-based learning in ECE to a formal Grade 1 structure, creating adjustment difficulties. Communication gaps between ECE teachers, Grade 1 teachers, and school management hinder collaborative support. Long summer breaks disrupt continuity, emphasizing the need for bridging programs to sustain students’ readiness. Differences in assessment practices between ECE and Grade 1 also increase students' workload and stress. Additionally, students transitioning within the same school show stronger collaborative skills, while those from other systems excel in reading and writing but struggle in group work. The findings underscore the need for curriculum alignment, improved communication, bridging classes for newcomers in Grade 1, enhanced autonomy for students and teachers, and consistent assessment practices.

First Page

1

Last Page

97

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