Izvorni znanstveni članak
https://doi.org/10.15516/cje.v20i0.3326
Transition Processes from Kindergarten to Primary School
Ivana Visković
orcid.org/0000-0002-4029-044X
; University of Split, Faculty of Humanities and Social Sciences
Sažetak
Starting primary school is a new and potentially stressful experience for most children. Previous involvement in early childhood institutions can facilitate children’s transition to primary school.
The transition from kindergarten to primary school is interpreted as a process of change in the educational environment. It entails changes in the identity of a child, i.e. of process participants, strategies and forms of learning, context and purpose of children’s games, role of the family and, almost as a rule, increased and intensified demands toward children with simultaneous reduction of children's autonomy when deciding on their daily activities. It can contribute to the development of self-esteem and early academic achievements.
This paper gives a research overview of kindergarten and primary school professionals’ opinion on the existing practice of organized transition processes and their benefits in regard to children. The statistically significant difference (p≤.05) of the participants’ assessment was determined for the processes of children’s visit, individual work with children, joint events, and certain forms of cooperation. Conversations with children, kindergarten children’s visits to primary schools and lectures for parents are recognized as the most frequently organized transition processes. Representing the most important supporting activities, monitoring and documentation of children’s development and joint studying are absent.
Ključne riječi
cooperation; formal education; growing-up communities; resistance to change; supporting activities
Hrčak ID:
224095
URI
Datum izdavanja:
17.12.2018.
Posjeta: 3.621 *