What are Junior Infant teachers’ and early years educators’ opinions about informal and formal learning and the acquisition of academic skills for 4/5 year olds in the final year of pre-school?

Abstract

This study aims to examine Junior Infant teachers’ and early years educators’ opinions about informal and formal learning and the acquisition of academic skills for 4/5 year olds in the final year of pre-school, in the context of concern that the two groups of professionals have a different understanding about what academic skills children should have on entering on primary school. This issue is important in the light of the need to ensure a smooth transition for children moving from pre-school to primary school. Quantitative data and qualitative data were collected via a questionnaire devised by the researcher from 45 early years professionals teaching on the ECCE scheme and 45 primary school teachers of Junior Infants. This study shows a clear difference of opinion between the early years educators and Junior Infant teachers in terms of which academic skills they see as important for 4/5 year olds leaving pre-school. Early years educators showed higher expectations of children’s learning outcomes than the Junior Infant teachers. The Junior Infant teachers expressed some concerns regarding the children’s learning of pre-academic and academic skills in pre-school, indicating that they found that they had to undo some of the children’s practices which they saw as incorrect. The study highlights the lack of a shared view on how and when academic skills should be introduced. A lack of communication and understanding between the two sectors was also evident and should be addressed.