ABSTRACT
This chapter discusses early childhood and school teachers’ perspectives on the transition to school. While children, their families and their teachers are all key players in the transition process, teachers hold the ultimate power in the classroom (Jackson, 1987). Therefore, the responsibility for many of the recommendations discussed in other chapters regarding ways in which transition can be enhanced inevitably rests with teachers. However, as child-school incorporation is a dynamic and interactive process between all the participants (Ghaye and Pascal, 1988), the teachers’ role cannot be seen in isolation. Looking at ways in which teachers can facilitate transition needs to take into account the teachers’ own perspectives, and the ways in which these are influenced.
