Acta Iadertina, Vol. 18 No. 1, 2021.
Prethodno priopćenje
https://doi.org/10.15291/ai.3399
Children`s perspective of Transitions from kindergarten to primary school
Ivana Visković
; Sveučilište u Splitu, Filozofski fakultet, Split, Hrvatska
Karla Mikulandra
; Dječji vrtić “Smilje”, Šibenik, Hrvatska
Sažetak
Starting primary school, as the beginning of formal education, is a significant event for most children. The quality of the transition from preschool to primary school is related to the current and long-term well-being of the child. The way in which the child experiences the transition, understands the purpose of education and his personal role in this process affects the initial achievements, and indirectly the later educational outcomes. The Convention (1989) guarantees children the right to express their personal opinions and the right to be heard and respected.This paper presents an empirical study of the perspective of children in the year before starting primary school (N = 7). Through a semi-structured interview, children’s views on transitions, understanding of the institutional educational process and the purpose of education, as well as perceptions of the difference between kindergarten and primary school were explored. The purpose of the research is to understand and respect the perspective of children as a contribution to the construction of educational curricula of kindergarten and primary school. Most of the children in the research are looking forward to starting primary school, ready to take on the responsibilities and roles of pupils. At the same time, they express fear of the unknown and distrust of personal knowledge. In the research, children recognize the structural differences between kindergarten and primary school, the methods and learning outcomes, and the individual roles of process stake holders. The differences are attributed to the level of obligation (“compulsion”), independence and autonomy, type of activity and the role of adults (parents, teachers). They state clear distinctions between play and learning. Previous experience and order of birth in the family were recognized as intervention variables.
Ključne riječi
children’s autonomy; children in the year before starting school; research with children; children’s opinions; children’s rights
Hrčak ID:
272527
URI
Datum izdavanja:
1.9.2021.
Posjeta: 1.568 *