The transition from kindergartens to primary school is interpreted as a process of change in the educational environment. Most often, it entails changes in the identity of a child, changes in the relationship between process... [ view full abstract ]
The transition from kindergartens to primary school is interpreted as a process of change in the educational environment. Most often, it entails changes in the identity of a child, changes in the relationship between process participants (the role of kindergarten and school teachers in relation to the child), changes in strategies and forms of learning, context and purpose of children’s games, changes in the role of the family and, as a rule, increased and intensified demands with simultaneous reduction of autonomy when deciding on daily activities.
Normative assessment of children’s maturity for primary school emphasizes the creation of boundaries between educational institutions. Requirements for reaching the planned level of psychological and physical status could adversely affect the child’s concept of self, their self-esteem and self-confidence.
The long-term academic success of an individual is associated with early educational experiences. Quality cooperation between kindergartens, families and primary schools can empower individuals, contribute to development of their transition potential, and develop a certain kind of resistance to change, as well as reduce feelings of anxiety and confusion in the face of the unknown.
Previous research on transition procedures and effects on the child pointed to the frequency of the least effective activities. As a difficulty, the “schoolification” of kindergartens is emphasized: (too) much focus on meeting the school’s expectations and development of children's cognitive skills, while neglecting social and emotional competences. At the same time, monitoring and documentation of children’s development, interactive design of the curriculum, strategies of learning and early literacy are pointed out as the most important supporting activities.
This paper examines the existing practice of organized transition processes and the supposed benefit of the children.
Keywords: formal education, educational institutions, resistance to change, supporting activities, cooperation
