A Study of Transition Preschool Entering to First Grade in Learning Provision of Early Mathematics for Young Children

Abstract

Background and Aims: Transition from preschool to first grade is a crucial step that requires importance and preparation for children are essential, especially when children are about to enter First Grade. Good preparation for starting school will help children develop better academically, both in their primary school years and in their future education. Mathematics instruction must therefore develop learners in all aspects, including knowledge, process skills, and attitudes. Teaching and learning should focus on hands-on learning activities that stimulate and promote learners' mathematical process skills. The National Council of Teachers of Mathematics (NCTM, 2000) states that the components of mathematics instruction must include a consistent curriculum that prioritizes inter-level connections. Learning and media must promote learning by building upon prior experiences and creating new knowledge. Assessment must be consistent with learning and appropriate, enabling both teachers and students to benefit. Teachers must understand what students need to know and support them in learning effectively.

Methodology: The samples were 83 preschool teachers and 93 first-grade teachers, a total of 176 teachers in the 2023 academic year in Bangkok, South Thonburi Group. The instruments used in the study were the questionnaire on the study of the transition between preschool and first grade in the provision of mathematics learning for young Children. Data were analyzed by percentages, means, and standard deviations.

Results: The results of the study found that the state of the transition between preschool and first grade in providing mathematics learning in terms of the curriculum found that the level of practice of the teachers in preschool and teachers in first grade is generally at a moderate level (  = 3.28 and 3.37, respectively). In terms of organizing learning experiences, it was found that the level of practice of teachers in preschool and teachers in first grade is generally at a moderate level ( = 3.49 and 3.35, respectively). In terms of learning media, it was found that the level of practice of teachers in the preschool and teachers in first grade is generally at a high level (\bar{x} = 3.82 and 3.55, respectively). In terms of measurement and evaluation, it was found that the level of practice of teachers in preschool and teachers in first grade is generally at a high level (\bar{x} = 3.69 and 3.57, respectively). In terms of the role of teachers, it was found that the level of practice of teachers in the preschool and teachers in first grade is generally at a moderate level (\bar{x} = 3.47 and 3.26, respectively).

Conclusion: Problems of the transition between preschool and first grade in organizing mathematics learning In terms of curriculum, the level of practice was low: teachers in preschool, revealed that (1) there should be a joint study and analysis of the curriculum between preschool teachers and first grade teachers; (2) it is necessary to develop a mathematics curriculum and learning content that align with children during the transition period from preschool to first grade. Teachers at first grade with low implementation levels should collaboratively study and analyze the curriculum of both levels with preschool teachers regarding the design of learning experiences. Preschool teachers and first-grade teachers with low implementation levels should participate in designing mathematics learning activities that consider the transition between preschool and first grade together. Regarding learning media, preschool teachers with low implementation levels should be involved in designing learning materials, knowledge sheets, and activity sheets that take into account the transition between preschool and first grade to foster a mutual understanding of collaboration between preschool teachers and first-grade teachers. First-grade teachers demonstrate neither low nor very low implementation levels, while there are low and very low implementation levels regarding assessment and evaluation at both preschool and first grade. In terms of the role of preschool teachers with low implementation levels, they should participate in meetings, consultations, and discussions concerning children's issues between teachers and parents to find solutions and collaboratively select methods for problem-solving. There is no low or very low implementation level at the first grade.