Sentence examples for pre-primary classes from inspiring English sources

Findings from both studies showed that children with developmentally appropriate preschool experiences (kindergartens or separate pre-primary classes) had higher school readiness scores than other children.

In contrast, kindergartens and pre-primary classes were generally created by the middle-classes to prepare young children for primary schooling.

For instance, the Table shows that there are two teachers teaching pre-primary classes in school D and H who were trained in general education.

For this reason, therefore, ascertaining the availability, number and types of pre-primary children with special educational needs in these schools (ordinary pre-primary classes) was essential.

Out of 30 pre-primary children with special educational needs, only 11 (36.66%) were found in special school, 3 (10%) were in inclusive setting with one special educator; however, majority, that is, 16 (53.33%) children were in ordinary pre-primary classes without a special educator.

From the 21 interviewed informants (i.e., class teachers and heads of schools) and the review of admission register for pre-primary children, it was revealed that there were five types of special educational needs categories in ten mainstream pre-primary classes, namely children with visual impairment, speech impairment, hearing impairment, intellectual disability, and physical disabilities.

In both Study 1 (n = 165) and Study 2 (n = 205), the school preparedness, and the literacy and mathematics attainment of first graders with different preschool experiences (kindergarten, separate pre-primary class, "sitting-in" a Grade 1 class, no preschool experience) were assessed.

For instance, school C has no visually impaired children in pre-primary class.

Table 4 shows the education specialization of pre-primary class teachers namely teachers with general education, teachers specialized in special educational needs, and teachers with early childhood education.

It also shows structural deficit in the special education teachers training as reported by the study informant response below: Table 4 Pre-primary class teachers education specialization.

The researcher visited one of the six inclusive pre-primary schools, (school "E" as indicated in Table 3) and found three children in pre-primary class with special educational needs studying with their peers.