Abstract

Children’s Perspectives of Kindergarten and Grade One: Analysis of Narratives and Drawings

It is widely supported that the transition to school is exceptionally important in establishing positive and healthy relationships which may have long-term implications on the rest of children’s school experiences (Entwisle & Alexander, 1998; La Paro & Pianta, 2000; Rimm-Kaufman & Pianta, 2005; Pianta, Belsky, Vandergrift, Houts, & Morrison, 2008). As such, transition to school could be viewed as embedded in the various relationships children develop prior to and during this period (Entwisle & Alexander, 1998). In Canada, few studies have examined children’s perspectives on starting school and the role that their relationships take on during this process (Di Santo & Berman, 2012). This study examined children’s perceptions of kindergarten and grade one, and the social support they received throughout. Results indicated that children perceived a distinct shift from a play-oriented nature in kindergarten to an academic-oriented nature in grade one. They reported missing play and creative arts in grade one. Attitudes towards homework were mixed; while some children reported liking homework, many children reported that homework took away from their out of school play time. Children reported that their parents helped them get ready for school, helped them with homework, and provided affection and emotional support; whereas their teachers were mostly providers of directives (e.g., telling them what to do), and their peers and siblings were mostly providers of companionship. Overall, the children offered new insight by describing aspects they liked, disliked or missed during this transition, as well, by describing the role their parents, teachers, siblings and peers played in supporting this process.