In Switzerland, the first four years of compulsory schooling includes two years of kindergarten following by two first years of primary school. During this cycle, pupils have to acquire fundamental learning objectives (e.g. to project in a reactive learning) and disciplinary objectives (e.g. numerate and literati). New prescriptions related to kindergarten are often interpreted in the sense of a “primarization” of education and thus promote some unfavorable practices to the challenges of these degrees. There are many gaps between the first two years and the next two years. The aim of this paper is to a) identify the ruptures and continuities between these two worlds and to b) present the effects of a lesson study on teachers' beliefs, expectations and practices.
In a research and training approach, we are conducting three lesson studies in parallel, combining kindergarten and primary school teachers of a same educational establishment (N=24). Each group had defined a learning object and planned a lesson that was conducted once in Kindergarten and once in primary school. Teachers had observed these two lessons and debriefed after each lesson. All the meetings are filmed. Each meeting had been filmed and transcribed.
This search is still in progress. Or analyzes, focus mainly on teachers' beliefs, expectations and practices. The first results describe the main reptures beetwenn Kindergarten en primary school, show teachers' awareness about them, outlines the first trail of improvement envisaged by the group and let us to point the barriers to ease this transition for pupils.
This research gives us some avenues in terms of teacher training, structural adaptation and educational policy. Moreover, this first step let us to organize a second round of lessons studies : one will be conducted at the end of Kindergarten in july and the other one at the beginning of primary school in september. The same teachers and the same pupils will make part of this experience in order to understand how these transitions take place.
Nom de la manifestation
ECCE - VI International Conference (Early Childhood Care and Education)