Date of Award
Bachelor of Education Honours
School of Education
Faculty of Community Services, Education and Social Sciences
Dr Loraine Corrie
The delivery of pre-primary education in Western Australia has undergone dramatic and rapid change since its tentative beginnings in 1911. During the 1990's we have seen the most tumultuous period of change with the implementation of the government's Good Start Program. It is timely that we investigate what the primary stakeholders expect from pre-primary programs. Are parents and teachers expecting the same things? Is there harmony between the curriculum of the home and the school? This study addressed these questions. A survey was conducted, involving 150 parents and 60 teachers (30 pre-primary teachers and 30 year one teachers). Schools were randomly selected from three school districts. The data collected were entered into the SPSS computer program. Analysis included frequency tables and graphs; coding of responses; and comparison of means using independent samples t-tests. The results of this study identify parents as a primary source of pressure to formalise the pre-primary curriculum. Although parents appear to understand that pre-primary is a period where young children develop social, language and cognitive skills through play and problem solving, they also want children to learn to read and write. This study discusses the need for a negotiated curriculum that gives ownership to stakeholders and scaffolds what teachers and parents learn from each other about the children in their care.
Hyde, A. (1999). What are the Important Elements of the Pre-Primary Curriculum? : The Views of Parents and Teachers. Retrieved from http://ro.ecu.edu.au/theses_hons/753