Learning Alignment of School Readiness in One-Year Early Childhood Education Student to first grade of Elementary School

Abstract

This study aims to analyze teachers' perceptions and expectations about school readiness, learning strategies and the alignment of in One-Year Early Childhood Education Students to first grade of Elementary School. This research utilized a qualitative research with multiple case study research type. The data collection was done through interviews, observation and documentation. Then, the data of this study was analyzed using individual and cross-case data analysis using the Miles & Huberman model, namely data collection, data presentation, data reduction, conclusions and verification. The results of the study showed that: 1) teacher's perceived readiness for school is the various abilities of students covering six aspects of children's development and self-regulation, age adequacy and adequacy of motivation and interest in learning; 2) learning strategies for school readiness using thematic and scientific approaches and differentiated learning models; 3) the learning environment to support school readiness is classical and interesting class arrangements, 4) the alignment of learning between both of them is in harmony with material and methods by making it happen through collaboration between early childhood education and elementary school and students’ parents.