Pre-primary and first grade primary school teachers' perceptions on the integration of pre-primary and first grade primary school curricula in Greece

Abstract

The purpose of this research paper is to investigate the perceptions of Greek pre-primary and first-grade primary school teachers on the integration of pre-primary and first-grade language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the presence of language curricula connection, as well as practices resulting from the study of curricula. Data were collected through semi-structured interviews with 32 teachers. Research findings show that pre-primary and primary school teachers partially agree with the integration of curricula, delineating it within a specific context and proposing common goals and teaching approaches that will be governed by continuity and consistency. Pre-primary school teachers who disagree, strongly express their concern about the potential schoolification of pre-primary school, while primary school teachers who disagree persist in the view of preschoolers' inability to acquire knowledge intended to be acquired by primary school children, who are, theoretically, in the age group with respective cognitive, mental and emotional maturity. They want play to maintain as the primary teaching and learning tool in pre-primary school while systematic teaching with elements of the playful way of pre-primary school learning to maintain in primary school.