Page 339 - Pedagoška vizija / A Pedagogical Vision

Transition Practice from Kindergarten

to Elementary School from the Perspective
of Preschool Teachers and Elementary

School Teachers

Jurka Lepičnik Vodopivec Aleksandra Šindić
University of Primorska University of Banja Luka
jurka.lepicnik@pef.upr.si aleksandra.sindic-radic@ff.unibl.org
Kristina Alviž
Juraj Dobrila University of Pula
kalviz@unipu.hr

The transitional practices of children from kindergarten to elementary school
require careful planning and support from all parties involved. Early experi-
ences (positive or negative) can have long-term effects on children’s develop-
ment, learning and academic achievements. The focus of the work, which is
part of a wider research project, is on the perception of preschool teachers
and elementary school teachers regarding transitional practice in the Repub-
lic of Croatia. The study aims to appraise the quality elements of the current
transitional practice of children from kindergarten to elementary school and
the importance of cooperation between preschool teachers and elementary
school teachers to achieve this quality from the perspective of both preschool
teachers and elementary school teachers. The empirical research included 228
preschool teachers and 113 elementary school teachers from the Republic of
Croatia. The presented results are part of the processed quantitative data col-
lected through an independently created questionnaire of appropriate relia-
bility. It is observed that preschool teachers and elementary school teachers
do not differ in their appraisals of transitional practice and the importance of
cooperation; they appraise the current practice as mediocre, while they highly
value the importance of cooperation in the context of transitional processes.
Keywords:transitionalpractice,preschool,elementaryschool,preschoolteach-
ers, elementary school teachers

Introduction
Continuity in upbringing and education, especially between preschool in-
stitutions and elementary schools, is crucial for the successful transition of
children from one environment to another (Esping-Andersen 2009). Preserv-
ing continuity in approaches, methods and support for the child contributes
to easier adaptation and reduces stress associated with changing the en-

Krmac, N.,S.Hudovernik, M. Rodela,M.Mezgec, M. RadetićPaićinM. Kukanja Gabrijelčič, ur. 2024.
Pedagoška vizija: premikanje izobraževanja od tradicije do inovacij – 50 let razvoja na Pedagoški fakulteti.
Koper: Založba Univerze na Primorskem. https://doi.org/10.26493/978-961-293-358-6.339-351