Transition between Key Stages of Childhood - Essay Example

Transition from Key Stage 2 (Primary) to Key Stage 3 (Secondary) Qasim Hussain, BSc Secondary Science Education with QTS A study of Transition from Key Stage 2 (Primary) to Key stage 3 (Secondary) in Science The transition from Key Stage 2 (Primary) to Key Stage 3 (Secondary) is a series of life changing events that has a deep impact on the minds of young children and the family and as such should be handled with great care and concern. Throughout this period, children undergo an acute emotional phase as they come into contact with different experiences in their environment. During this period of the child’s lifetime they try to adapt themselves to the changes taking place around them by making necessary adjustments to people and situations in their environment. In doing so children meet with both success and failure that brings with it a lot of fears, anxiety and trauma. In this study, I am going to examine the problem areas faced by children transitioning from Key Stage 2 (Primary) to Key Stage 3 (Secondary) and try to arrive at an analysis as to how the phenomenon of transition takes place and what happens to the child in the course of it. The study was carried out by visiting different schools and carrying out investigations by observing and questioning the transitioning students. The data collected was analysed and conclusions drawn to show what exactly takes place during the period of transition and also finding solutions as to how stress and trauma could be reduced. Introduction Research has shown that the period of transition from Primary to Secondary is often problematic for a short period of time (Pam Green, 1998) These problems occur due to the major changes or differences taking place around them which include a whole new unfamiliar environment, no friends, reduced time for reading for pleasure, (Pam Green, 1998) more stringent working schedules, more homework and less leisure time. According to Marcus Pietsch, and Tobias C. Stubbe (2007) the decision making process is very important during the period of transition. They state that those associated with the decision making should ‘take a more or less socially biased achievement criterion as a basis’ (Marcus Pietsch, and Tobias C. Stubbe (2007) for the proper segregation of students. The transitional period from Primary to Secondary School is a great milestone in the life of any student where educators and parents play pivotal roles. The teacher should take the place of a friend, philosopher and guide and show a lot of empathy, consideration and encouragement which is so vital at this point to guide the child in the proper direction to make proper adjustments. This research paper looks keenly at the problems faced by children during this transition period and would try to find solutions to them, thereby making it easier for them to cope. The paper would also make an investigation of how parents and teachers are instrumental in making this period of transition much easier for the child to be confident and settle down smoothly. Some of the areas that would be focused upon would be Homework, Extra- curricular activities, Marks and Reports, and the necessary support system that is available to the child. I chose this area of study because I found that even though this transition period is so crucial in the life of every child, yet there is a dearth for literature on it. In trying to understand the period of transition in a better light, I feel I could bring about better and positive adjustments in children. Research Sample and Methods Participants feature 50 students were handed out questionnaires which they had to answer. (See appendix 1 for a sample of the Questionnaire) The year 7 pupils completed the questionnaire during form period for logistic reasons. All questionnaires remain anonymous with only male / female recorded on the questionnaire. The questionnaire was semi structured catering to open ended questions that were asked. This pattern is adhered to in order to generate more diverse information. Based on the data collected from the questionnaire, both qualitative and quantitative analysis is drawn. The different responses given by the participants were categorised, assessed and a conclusion drawn accordingly based on the data collected from the questionnaire. Some of the answers received from the children’s questionnaires were that they felt lonely because they did not have friends, some said that they were not familiar with their teachers or their surroundings and others said that they had less leisure time due to more responsibilities. Results The study findings show that children in the Primary school faced limited number of changes and hence found it easier to settle down in their environment. On the other hand, the results for children who come from the Primary to the Secondary school face major changes such as new teachers for each subject, different classrooms for different subjects, an unfamiliar environment without their close group of friends or teachers, makes them more vulnerable to change which takes much longer for them to settle down. Learning how to manage their time, becoming familiar with their environment and making the necessary adjustments along the way are some of the important skills children pick up and use them to make good progress during their transition from Primary to the Secondary. Based on the feedback from the questionnaires given out to class 7 students that were duly filled and handed back by children going into new schools, the results were analyzed to get a better understanding about the period of transition from Primary to Secondary school. Looking at the results of their questionnaires from a gender point of view, we understand that about 85% of female children are more apprehensive and nervous in a new environment, while the males make faster adjustments and settle down. For example, the girls kept more to themselves while the boys mixed around more freely with their peers. It was also found that children who were familiar with a few of their friends were much happier and settled down faster than those who were unfamiliar. Results showed that most of the students had put in applications in three schools and majority of them had got into the school they wanted to, while a few of them did not, maybe due to lesser grades. Results referring to the choice of school showed that the choice was made by the student and the parent for various different reasons. However, about 80% of them chose that particular High School in order to receive a very good education. When asked to compare their Primary school teachers to their present teachers, about 75% of the students agreed that the teachers were as kind and understanding as their previous teachers, while others said that the teachers in the Secondary were a bit more strict. However, all of them agreed that the teachers helped them to settle down in their new environment by getting them to mix and talk to each other and making them familiar with their surroundings. Learning how to manage their time, becoming familiar with their environment and making the necessary adjustments along the way are some of the important skills children pick up and use them to make good progress during their transition from Primary to the Secondary. Under the watchful guidance and understanding of their teachers and classmates, it is possible for children to make easy and smooth transitions from the Primary to Secondary school. Literature Review Salient Changes that occur During the transition period from Primary to Secondary, students experience a number of changes which include Developmental changes, Social changes, Environmental changes, in addition to their physical and emotional changes. Developmental changes take place during the time of puberty when children mature and seek for their own independence. This period is crucial as it brings about changes in their behaviour, emotions and their consciousness as they strive to create their own self image. Akos & Galassi (2004) Examples of such changes are that children pursue non- academic pursuits such as fashion, music, sex etc. Social changes particularly affect children since they have to uproot themselves from familiar settings to unfamiliar places. Moreover, at most times they are separated from their friends, teachers and loved ones which could be a very daunting experience. Shifting or transitioning from Primary to Secondary school to a completely different atmosphere could be a very upsetting experience. Environmental change takes place during the transitional period from Primary to Secondary and is one that triggers a child’s emotions, feelings and fears of change and hence makes it one of the most stressful periods in a child’s life as well as for the parents and care givers. The teachers have to be more understanding and considerate during this period and should have their eyes open to children who seem more vulnerable towards this change and maintain a healthy balance by helping students tide over the difficulties they come across during this period of transition. Akos & Galassi (2004).They also have the responsibility of creating an atmosphere of belonging by getting children to interact and engage in different activities so that they become more familiar with their peer group and their surroundings, in order to help children adapt well and settle down in their ever changing environment. (MoE, 2008) An article outlining and analysing the major issues involved during transition enlightens us on how to help children to make better adjustments by providing them with a lot of exposure. Change could be a daunting activity and one that is traumatic, but proper guidance would help children to become more resilient and adaptable. Some of the prime issues spoken of in this article were Homework, the Schoolbag, Reports, Extra- curricular activities, support networks and most importantly change. (MoE, 2008) In Primary school children do not experience a lot of change like children in Secondary school because they have a single teacher who manages all the subjects. Major and constant changes take place in Secondary School on a daily basis as children experience the hardship of having different teachers for the different subjects or they have to shift classrooms for various subjects which may cause them a great deal of stress. Familiarity with people and their environment gives children a lot of belief and confidence in themselves and helps them cope and make better adjustments. (MoE, 2008) Support, understanding and encouragement are very crucial during this phase of change because children are more vulnerable to getting hurt and emotional very easily during adolescence. (MoE, 2008) According to (Anderson et al., 2000) some children, especially those who have aggressive and disruptive behaviour are more vulnerable to the transitional experience than others. In McGee et al., (2003) opinions children suffering from low self esteem or poor self image are less prepared for change which results in ‘poor transitions.’ It is at such crucial moments that it becomes the responsibility of the teachers and parents to lend great support and understanding to help students cope with different stressful situations. For example, teachers could act as a friend, philosopher and guide by lending a sympathetic ear to their problems and guiding the efforts of the students in the right direction. Parents should be encouraging to their wards and never try to force their ideas or thoughts on them but should help them in finding solutions to their problems. McGee et al., (2003) Another article spoke of the excitement and emotional aspects experienced on the part of the child during the period of transition. This study involved about 90 Primary school children from two Primary Schools in the inner London borough area. In this study year 6 pupils and their parents were interviewed during the process of choosing a school. Questionnaires were used in the investigation and children directly discussed their experiences involving difficulties and uneasiness experienced during the period of transfer. Schools have recognized the potential difficulties in transition and have placed a good support network for the same in an attempt to lessen the stress of fresh year 7 children going from the Primary to secondary school. (Lucey and Reay, 2000) Ongoing research in the area of anxiety and emotions of children during transition is being carried out by many organizations for the study. (Lucey and Reay, 2000) Guidance for Smooth Transition from Primary to Secondary school Both the staff and management understand their responsibility of helping students to make the transition from the Primary to the Secondary very smooth and gradual. They also take care to see that the programs they choose within and outside the curriculum enrich and benefit the children in every possible way. To meet this need challenging and demanding concepts are incorporated into the curriculum to encourage the child to take up responsibility and fulfil it to the best of their abilities. A good example of collaborative study is by encouraging children to take part in Science or Art exhibitions or any kind of sport or cultural activity. Community centres in their own vicinity could have different clubs for sports, drama, history, hobbies and clubs for singing and dancing. Gifted and talented children who are highly motivated and enthusiastic about progressing in the area they like would definitely frequent the club and get to mingle with children of different age groups and from different backgrounds and thereby nurture a smooth transition. These clubs could encourage specialists in the field to come forward and teach these children while keeping them at par with each other. In fact children and adults in the club could plan and execute projects that could be very helpful to the community. Wallace, G. (1996). In such clubs the older children could act as guides or mentors to the smaller kids and help to put them in the way. Good friendships could be nurtured in such clubs and this would go a long way in making the transition from Primary to Secondary a very easy job. In addition to these community clubs, the school could have after class clubs where master classes could take place for both the Primary and Secondary students who have exceptional talents. Cooper, P., & McIntyre, D. (1996) The impact of school transitions and transfers on pupil progress and attainment offers useful suggestions on curriculum continuity between the primary and secondary phases. (DfEE, 1999) Summer schools that conduct special courses to enhance children’s talents and interests especially if they are gifted are also a great asset because they enrol children of all age groups which give them a chance to become familiar with each other and get rid of their anxiety and fear. Discussion The questionnaire and articles and books discussed above have shed light on the period of transition from Primary to Secondary School. Children are more vulnerable when they are not familiar with people and their environment as these stand as stumbling blocks to making progress during the transition period. This is a crucial period when children need proper guidance, care and understanding which would result in settling down while making the necessary adjustments. From the study conducted I found that as change became routine and as children became more familiar with their teachers, peers and their environment, they began to settle down. Taking students around the campus and making introductions help them to become familiar and be at ease with people and their surroundings. Proper planning and organization on the part of the parents could initiate the child in the right perspective. Added effort on the part of the teacher in trying to study and gauge a child based on their previous achievements would help them understand the nature of the child and thereby render the correct guidance. Getting the child to bring in their work and report from the previous school would enable the teacher to learn and understand the child in a much better manner. Keeping in close contact through PTA meetings, home-work, tests, reports and other extra- curricular activities would help the teacher and parents to guide the child on the right path. http://www.teachernet.gov.uk/teachingandlearning/library/ Transition and transfers have a major impact on student’s progress and many innovative suggestions are being researched to bring out a continuity between the Primary and Secondary phases. (DfEE, 1999) Special summer courses to enhance children’s interests and abilities would e a good idea because they would get a chance to mingle with children of all age groups and this would make their transition period a less stressful one. Conclusion and Recommendations and Further Research Based on the research carried out we come to understand that the period of transition from Primary to the Secondary is one of the most stressful periods in a child’s life because of the physical, social, environmental and Psychological changes that take place. Better understanding of the needs of children transitioning from Primary to Secondary would greatly help educators to render proper guidance at the right time which would eventually result in better and quicker adjustments and adaptations to their new environment. The staff and management of schools feel responsible for children from the Primary coming into the Secondary to help them to have a smooth transition and they have come out with various schemes and activities would help children in this process. Social relationships are vital during the period of transition in both Primary and Secondary and hence teachers have to be exceptionally caring and understanding and respond to children’s needs and problems. Trust is a major factor that would cement good relationships between the teacher and children and help to channel the energy of children in the right direction to make the necessary adjustments in their new environment. The Government has undertaken to spend money on much needed research programs as such research would be indispensable in helping children have smooth transitions at the Primary and Secondary levels. According to Wallace (1996) children should feel in control of their learning experience as it adds more meaning to their educational experience and states that ‘work where pupils had not felt in control of their learning, by definition, held little meaning and failed to engage them.’ Wallace, (1996) From the study conducted I observed that the lack of opportunity to react in their environment made children shy, withdrawn and backward. According to Cooper & McIntyre (1996) providing children with interesting activities gave them scope for proper interaction with their peers. From my study I observed that such opportunity for interaction was rather limited. Recommendations Building the trust factor between the student, teacher and parents. Getting children to become more familiar with their surrounding through introductions to their peers and other people on the school campus. Getting to know and understand the strengths and weaknesses of the child so proper guidance could be given. Making the transition period a gradual and smooth one by not rushing the child into the process. Empathizing with the child who is afflicted with fears and anxiety and instilling confidence into them. Initiating group work to help children pick up virtues of tolerance, non- violence, co-operation and sharing. Implementing the comprehensive programs of the NSW and others into the school curriculum to initiate smoother transitions. www.schools.nsw.edu.au/gotoschooltransitions/index.php Bibliography Akos & Galassi (2004) Middle and High School Transitions as viewed by students, parents & Teachers, Professional School Counselling, 7, 212 – 221. Marcus Pietsch, Tobias C. Stubbe (2007) Inequality in the Transition from Primary to Secondary School: school choices and educational disparities in Germany, European Educational Research Journal, Oxford, UK 6(4), 424-445. Pam Green (1998) The Journey from Primary to Secondary School: The Literacy – related Demands on Transition, Australian Journal of Language and Literacy, Vol. 21. Appendices Appendices 1 – sample questionnaire used to gather results Moving from Primary to Secondary Questionnaire This questionnaire asks about how you felt when you moved from primary school into high school. This questionnaire will help me with my research which is looking at the transition of pupils from primary school to secondary school. All results will be anonymous, so don’t be afraid to answer all questions as accurately and honestly as possible. 1. How many high schools did you put on your application form? 2. Who chose these high schools? 3. Which high school was your first choice and why? 4. Did you get your first choice of high school? 5. Did you know anyone who comes to this high school before you came? If yes, who? 6. What were your first reactions when you saw the school? 7. What did you do on your first day at high school? 8. How did you feel on your first day at high school? 9. How did this school help you to settle in? 10. What would you do to make the new year 7 pupil feel comfortable and settle in? 11. How easy has it been to make friends? Why? 12. What were the teachers like when you first came? 13. Are they the same now or have they changed? 14. If they have changed, how have they changed? 15. Are you glad that you are at this high school? Why? Thank you for completing this questionnaire and for helping me with my research. Appendices 2 – collected questionnaires (50) Read More