Challenges and facilitators of the transition to preschool in the context of a pandemic: perceptions of Swiss parents and teachers

Abstract

This paper aims to present a comparison of parents' and teachers' perceptions of the challenges and facilitators of the child's transition to school in the context of the pandemic. Transition practices, often referred to as entry into pre-school, represent a major challenge for families and teachers. This period is often characterised by instability and disruption (Curchod-Ruedi & Chessex-Viguet, 2012). In the context of a pandemic, the challenges are greater because of social distancing, but it is also an opportunity to rethink the transition (Duval & al., 2021). In general, parents and teachers want the transition to preschool to be harmonious (Pianta & Kraft-Sayre, 2003). Good transition practices have been shown to have a positive effect on children's future school success (Schulting et al. 2005). Too often, schools tend to offer transition practices that come late, just before school entry (Pinta & al., 1999; Dockett, 2014). The data are based on the perceptions of N=40teachers and N=36parents in the French-speaking Swiss context. Based on the keywords to the responses, challenges and facilitators to the transition have emerged from the analyses. The questionnaires were completed on a voluntary basis. The data are processed anonymously. Few challenges and facilitators are directly related to Covid. Parents and teachers focus on the child's well-being. Parents focus more on their child's adaptation to the rhythm imposed by the school structure, while teachers are concerned with the social integration of children into the class. The action points are used to prepare the new school year with teachers.