THE ENCHANTMENTS AND CHALLENGES OF THE FIRST ELEMENTARY SCHOOL YEAR

Abstract

The transition from Early Childhood Education (ECE) to first year of Primary School (ECE) is a phase of many changes, provoking countless feelings in the children who go through this time, still so young at just six years old. That's why the aim of this study was to investigate the perceptions of children in the first year of primary school about the educational-pedagogical changes in relation to primary education. Its methodology was ecological insertion, which is linked to the aspects of TBDH that theoretically underpin this study. Over the course of a month, the researcher made visits every other day for observations, which produced notes in her field diary about the manifestations, attitudes and perceptions of the children in the daily routine of the first year of primary school. From these entries in her diary, two analytical categories emerged under the guidelines of content analysis: a) produce and execute so that you can then play; and b) in first grade can I talk, play and share? These pointed out that, although children's perceptions are that they notice the new role to them, they still have attitudes that they had in the previous stage, such as interaction and play. However, these actions tend to be hidden from the teacher, as they perceive that in first grade their obligations are to carry out the activities.