Teachers’ perceptions and practices around children’s transitions from pre-primary to standard-one in Tanzania

Abstract

This study was conducted in Tanzania and explored teachers’ perceptions and practices regarding the transition from pre-primary to standard-one education. Children in pre-primary education are 5 years old and expected to transition to Standard One at the age of six. The study focussed on how teachers perceive transition and the strategies they employ to support it. Using a qualitative case study design, the study involved 24 participants, including pre-primary teachers, standard-one teachers, and head teachers, who were purposefully selected. Data were gathered through interviews, documentary analysis, and classroom observations in public primary schools with pre-primary classes. The findings revealed diverse perspectives among teachers concerning transition, children’s preparedness, and shared expectations. Transition practices reported included remedial activities, inclusive communication, classroom visits, and instructional strategy. However, notable inconsistencies were found between teachers’ stated views and their actual practices. The study identified both enabling factors and challenges that influence successful transition, suggesting the need to address hindrances and strengthen supportive elements.