FACTORS ASSOCIATED WITH THE SUCCESSFUL TRANSITION TO PRIMARY SCHOOL

The transition of children from preschool to primary school is considered one of the most critical periods of childhood. For this reason, in recent years, great emphasis has been given on children’s successful entrance in primary education. The purpose of this paper is to record the opinions of Greek teachers on which children are more likely to experience difficulties in their transition to the next educational level. The survey was carried out on a sample of 1,602 teachers from the entire Greek educational territory. The tool that was used was a questionnaire of closed-ended questions. It was also analyzed how their responses varied according to their job position (preschool teachers, primary school teachers and school directors). Teachers believe that the most important factors that are related to the successful transition of children to primary school include the socio-emotional development and the interpersonal relationships of children in preschool, their good relations with teachers, their ability to follow the rules of school, but also parents' trust towards teachers.  Article visualizations

FACTORS ASSOCIATED WITH THE SUCCESSFUL TRANSITION TO PRIMARY SCHOOL

The transition of children from preschool to primary school is considered one of the most critical periods of childhood. For this reason, in recent years, great emphasis has been given on children’s successful entrance in primary education. The purpose of this paper is to record the opinions of Greek teachers on which children are more likely to experience difficulties in their transition to the next educational level. The survey was carried out on a sample of 1,602 teachers from the entire Greek educational territory. The tool that was used was a questionnaire of closed-ended questions. It was also analyzed how their responses varied according to their job position (preschool teachers, primary school teachers and school directors). Teachers believe that the most important factors that are related to the successful transition of children to primary school include the socio-emotional development and the interpersonal relationships of children in preschool, their good relations with teachers, their ability to follow the rules of school, but also parents' trust towards teachers

Fungal Virulence and Development Is Regulated by Alternative Pre-mRNA 3′End Processing in Magnaporthe oryzae

RNA-binding proteins play a central role in post-transcriptional mechanisms that control gene expression. Identification of novel RNA-binding proteins in fungi is essential to unravel post-transcriptional networks and cellular processes that confer identity to the fungal kingdom. Here, we carried out the functional characterisation of the filamentous fungus-specific RNA-binding protein RBP35 required for full virulence and development in the rice blast fungus. RBP35 contains an N-terminal RNA recognition motif (RRM) and six Arg-Gly-Gly tripeptide repeats. Immunoblots identified two RBP35 protein isoforms that show a steady-state nuclear localisation and bind RNA in vitro. RBP35 coimmunoprecipitates in vivo with Cleavage Factor I (CFI) 25 kDa, a highly conserved protein involved in polyA site recognition and cleavage of pre-mRNAs. Several targets of RBP35 have been identified using transcriptomics including 14-3-3 pre-mRNA, an important integrator of environmental signals. In Magnaporthe oryzae, RBP35 is not essential for viability but regulates the length of 3′UTRs of transcripts with developmental and virulence-associated functions. The Δrbp35 mutant is affected in the TOR (target of rapamycin) signaling pathway showing significant changes in nitrogen metabolism and protein secretion. The lack of clear RBP35 orthologues in yeast, plants and animals indicates that RBP35 is a novel auxiliary protein of the polyadenylation machinery of filamentous fungi. Our data demonstrate that RBP35 is the fungal equivalent of metazoan CFI 68 kDa and suggest the existence of 3′end processing mechanisms exclusive to the fungal kingdom

Practices of preschool and early primary school age teachers and educational officials in the field of transition from kindergarten to primary school: a national study

Children’ transition from Kindergarten to Primary School is an important period for the child and his further academic development. This transition depends on many different factors, with children and parents needing help in order to respond to it. In this context, the importance of teachers’ role is obvious since by using specific methods, they have the potential to prepare the children and their family for the transition from the Kindergarten to the Primary school. The relevant research efforts are limited in Greece, and based on this fact, the current quantitative research aims at exploring the views of teachers on the importance of transition practices, identifying the factors that affect them and the practices they consider most effective and widespread. The survey was conducted on a sample of 1,602 teachers (kindergarten teachers, primary school teachers and headmasters) using a questionnaire and among others the results showed that the child's skills (social, behavioral, communicative) are very important for the successful transition and are considered as the most important condition that has to be met. A smooth transition is based on relations between stakeholders, including class teachers, education staff, families and communities. The most appropriate transient practices relate to joint actions of the Kindergarten and Primary School, as well as exchanges of visits and experiences. Particular attention is paid to friendships and good relationships of children with teachers and classmates, learning of school rules and, more generally, their familiarity with school life. Children with behavioral and learning problems are at greater risk of experiencing a difficult transition. The importance of a transition program, continuous education and continuity in learning methods and environments are recognized as essential.Η μετάβαση των παιδιών από το νηπιαγωγείο στο δημοτικό σχολείο αποτελεί μία σημαντική περίοδο για το παιδί και την περαιτέρω ακαδημαϊκή του πορεία. Η μετάβαση αυτή εξαρτάται από πολλούς διαφορετικούς παράγοντες, με τα παιδιά και τους γονείς να χρειάζονται βοήθεια ώστε να ανταποκριθούν. Στο πλαίσιο αυτό, εντοπίζεται η σημαντικότητα του ρόλου των εκπαιδευτικών που με την χρησιμοποίηση συγκεκριμένων πρακτικών έχουν τη δυνατότητα να προετοιμάσουν το ίδιο το παιδί αλλά και την οικογένειά του για την μετάβαση από το νηπιαγωγείο στο δημοτικό σχολείο. Οι σχετικές ερευνητικές προσπάθειες είναι περιορισμένες στον ελληνικό χώρο και με βάση το γεγονός αυτό, η παρούσα ποσοτική έρευνα στοχεύει στην διερεύνηση των απόψεων των εκπαιδευτικών αναφορικά με τη σημαντικότητα των πρακτικών μετάβασης, τον εντοπισμό των παραγόντων που την επηρεάζουν και τις πρακτικές που θεωρούν ως περισσότερο αποτελεσματικές και διαδεδομένες. Η έρευνα πραγματοποιήθηκε σε δείγμα 1.602 εκπαιδευτικών (νηπιαγωγών, δασκάλων και διευθυντών δημοτικών σχολείων) με τη χρήση ερωτηματολογίου και μεταξύ άλλων τα αποτελέσματα έδειξαν πως οι δεξιότητες του παιδιού (κοινωνικές, συμπεριφοράς, επικοινωνίας) είναι πολύ σημαντικές για την επιτυχημένη μετάβασή του και αποτελούν τη σημαντικότερη προϋπόθεση που πρέπει να ικανοποιείται. Η ομαλή μετάβαση στηρίζεται στις σχέσεις μεταξύ των ενδιαφερομένων, συμπεριλαμβανομένων των εκπαιδευτικών της τάξης, των στελεχών εκπαίδευσης, των οικογενειών και των κοινοτήτων. Οι καταλληλότερες μεταβατικές πρακτικές, αφορούν κοινές δράσεις νηπιαγωγείου –δημοτικού σχολείου, καθώς και ανταλλαγές επισκέψεων και εμπειριών. Ιδιαίτερη σημασία δίνεται στις φιλίες και τις καλές σχέσεις των παιδιών με εκπαιδευτικούς και συμμαθητές, στην εκμάθηση των κανόνων του σχολείου και γενικότερα στην εξοικείωσή τους με τη σχολική ζωή. Παιδιά με προβλήματα συμπεριφοράς και μάθησης έχουν μεγαλύτερο κίνδυνο να βιώσουν μια δύσκολη μετάβαση. Αναγνωρίζεται η σημασία ενός προγράμματος μετάβασης, η διαρκής επιμόρφωση και η συνέχεια στις μεθόδους και στα περιβάλλοντα μάθησης

Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School

Internationally, a great number of researchers have pointed out the significance of school–family relationship in the process of children’s transition to primary schools. However, only recently has it been a subject of research in Greece. The purpose of this particular research, which has a sample of 1602 pre-primary and primary school teachers, is to investigate teachers’ viewpoints on the role of parents in the process of their children’s transition to primary school. Data has been collected through the use of questionnaires. Statistical analysis has shown that the overwhelming majority of teachers consider cooperation with parents as necessary. They indicate that the most important factors for successful transition are parents’ level of trust in teachers, their views on schools and learning, and their support for the new situation their child experiences. As far as the most appropriate practices are concerned, almost all teachers mention updating parents at the beginning of the school year, while many suggest that parents and children visit primary schools and that common meetings of both kindergarten and primary school teachers with parents take place before school begins. It therefore seems that teachers acknowledge the role of parents in the process of transition and suggest appropriate practices for their participation

CHILDREN’S DIFFICULTIES IN TRANSITION TO PRIMARY SCHOOL IN GREECE

In recent years, extensive research has been carried out concerning the transition of children from pre-school to primary school. However, little has been done in Greece. The purpose of this paper is to record the opinions of Greek teachers regarding which children are to experience difficulties in their transition to the next educational level. The survey was carried out on a sample of 1,602 teachers from the entire Greek educational domain. The tool used was a questionnaire consisted of closed-ended questions. It was also analyzed how their responses varied according to their gender and job position. Teachers believe that children with behavioral problems, learning difficulties, low self-esteem and discipline problems in the classroom, are at greater risk of experiencing a difficult transition. On the contrary, they do not consider that the gender of the children, their age and the area they live in, have a significant impact on their transition from pre-school to primary school.  Article visualizations

Practices of preschool and early primary school age teachers and educational officials in the field of transition from kindergarten to primary school: a national study

Children’ transition from Kindergarten to Primary School is an important period for the child and his further academic development. This transition depends on many different factors, with children and parents needing help in order to respond to it. In this context, the importance of teachers’ role is obvious since by using specific methods, they have the potential to prepare the children and their family for the transition from the Kindergarten to the Primary school. The relevant research efforts are limited in Greece, and based on this fact, the current quantitative research aims at exploring the views of teachers on the importance of transition practices, identifying the factors that affect them and the practices they consider most effective and widespread. The survey was conducted on a sample of 1,602 teachers (kindergarten teachers, primary school teachers and headmasters) using a questionnaire and among others the results showed that the child's skills (social, behavioral, communicative) are very important for the successful transition and are considered as the most important condition that has to be met. A smooth transition is based on relations between stakeholders, including class teachers, education staff, families and communities. The most appropriate transient practices relate to joint actions of the Kindergarten and Primary School, as well as exchanges of visits and experiences. Particular attention is paid to friendships and good relationships of children with teachers and classmates, learning of school rules and, more generally, their familiarity with school life. Children with behavioral and learning problems are at greater risk of experiencing a difficult transition. The importance of a transition program, continuous education and continuity in learning methods and environments are recognized as essential.Η μετάβαση των παιδιών από το νηπιαγωγείο στο δημοτικό σχολείο αποτελεί μία σημαντική περίοδο για το παιδί και την περαιτέρω ακαδημαϊκή του πορεία. Η μετάβαση αυτή εξαρτάται από πολλούς διαφορετικούς παράγοντες, με τα παιδιά και τους γονείς να χρειάζονται βοήθεια ώστε να ανταποκριθούν. Στο πλαίσιο αυτό, εντοπίζεται η σημαντικότητα του ρόλου των εκπαιδευτικών που με την χρησιμοποίηση συγκεκριμένων πρακτικών έχουν τη δυνατότητα να προετοιμάσουν το ίδιο το παιδί αλλά και την οικογένειά του για την μετάβαση από το νηπιαγωγείο στο δημοτικό σχολείο. Οι σχετικές ερευνητικές προσπάθειες είναι περιορισμένες στον ελληνικό χώρο και με βάση το γεγονός αυτό, η παρούσα ποσοτική έρευνα στοχεύει στην διερεύνηση των απόψεων των εκπαιδευτικών αναφορικά με τη σημαντικότητα των πρακτικών μετάβασης, τον εντοπισμό των παραγόντων που την επηρεάζουν και τις πρακτικές που θεωρούν ως περισσότερο αποτελεσματικές και διαδεδομένες. Η έρευνα πραγματοποιήθηκε σε δείγμα 1.602 εκπαιδευτικών (νηπιαγωγών, δασκάλων και διευθυντών δημοτικών σχολείων) με τη χρήση ερωτηματολογίου και μεταξύ άλλων τα αποτελέσματα έδειξαν πως οι δεξιότητες του παιδιού (κοινωνικές, συμπεριφοράς, επικοινωνίας) είναι πολύ σημαντικές για την επιτυχημένη μετάβασή του και αποτελούν τη σημαντικότερη προϋπόθεση που πρέπει να ικανοποιείται. Η ομαλή μετάβαση στηρίζεται στις σχέσεις μεταξύ των ενδιαφερομένων, συμπεριλαμβανομένων των εκπαιδευτικών της τάξης, των στελεχών εκπαίδευσης, των οικογενειών και των κοινοτήτων. Οι καταλληλότερες μεταβατικές πρακτικές, αφορούν κοινές δράσεις νηπιαγωγείου –δημοτικού σχολείου, καθώς και ανταλλαγές επισκέψεων και εμπειριών. Ιδιαίτερη σημασία δίνεται στις φιλίες και τις καλές σχέσεις των παιδιών με εκπαιδευτικούς και συμμαθητές, στην εκμάθηση των κανόνων του σχολείου και γενικότερα στην εξοικείωσή τους με τη σχολική ζωή. Παιδιά με προβλήματα συμπεριφοράς και μάθησης έχουν μεγαλύτερο κίνδυνο να βιώσουν μια δύσκολη μετάβαση. Αναγνωρίζεται η σημασία ενός προγράμματος μετάβασης, η διαρκής επιμόρφωση και η συνέχεια στις μεθόδους και στα περιβάλλοντα μάθησης

Common Genetic Pathways Regulate Organ-Specific Infection-Related Development in the Rice Blast Fungus[W]

This study describes fungal infection–related development of Magnaporthe oryzae induced on rice roots and on hydrophilic polystyrene. A fungal mutant with abnormal preinfection hyphae and lacking the ortholog of the karyopherin exportin-5 had defects in full disease symptom production on leaves and roots, showing that this fungal karyopherin plays an important role during plant colonisation