Review article
Educators' and teachers' perception of children's transition from kindergarten to school according to the child-centered competences for early childhood education and care (CCECC) conceptual framework
Antonija Vukašinović
; Faculty of Humanities and Social Sciences in Osijek
Bruno Matijašević
; Faculty of Humanities and Social Sciences in Osijek
Abstract
The importance of early childhood education and care can be seen in the competences of six-months-old to school-age children, making it necessary to continuously establish connection between the two education systems. A good relationship between kindergarten and schoolteachers results in benefits that empower the child from an emotional, cognitive, and social perspective. In this way, the child is put in a familiar environment, and the teacher is familiar with the child’s overall growth and development. This study, therefore, aims to get a full picture of the importance of the transition from kindergarten to primary school from the perspective of kindergarten and schoolteachers. The survey sample is composed of eight kindergarten teachers and eight primary school teachers in Croatia. Two separate focus groups were conducted through the Zoom application. Participants were familiar with the ethical aspects of the research. The questions used were formulated according to the CCECC (Child-Centred Competence for Early Childhood Education and Care) and covered cultural, organizational, and pedagogical areas, as well as the curriculum design that results in child’s well-being. In addition to the above questions, participants had the opportunity to exchange ideas, opinions, and advice on advancing actions that contribute to a smoother transition. The results of the research’s thematic analysis point to the need to strengthen the relationship between the kindergarten system and primary school system through actions and the possible establishment of a model that would be embedded in the components of kindergarten and primary school curricula.
Keywords
holistic approach; primary school; early childhood; transition; values
Hrčak ID:
320479
URI
Publication date:
1.6.2024.
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