Page 340 - Pedagoška vizija / A Pedagogical Vision

Jurka Lepičnik Vodopivec, Kristina Alviž, and Aleksandra Šindić

vironment (Einarsdottir 2020), because in addition to changing the social
context, according to the authors Visković and Višnjić Jevtić (2019), transi-
tions between communities most often imply a change in daily activities,
especially games and learning. As an important developmental moment,
it requires support and continuity from preschool teachers and elemen-
tary school teachers. Bronfenbrenner’s ecological approach to development,
which emphasizes the interaction between the various systems in which the
child operates, and Vygotsky’s social theory of learning, which emphasizes
the importance of the context in which the child learns, provide important
insights into the transition process (Vygotsky and Cole 1978; Bronfenbrenner
1979). An integrated approach to learning and child development, and coor-
dinated programmes between kindergarten and school, are important fac-
tors for preserving continuity and facilitating the transition (OECD 2017). The
transition of children from kindergarten to elementary school represents a
significant moment in a child’s life, which can have long-term consequences
for their development and academic success (Early et al. 2001; Pianta, Rimm-
Kaufman, and Cox 2005; Magnuson et al. 2007). Continuity in approaches
and practices and cooperation between preschool teachers and elementary
school teachers are the most important factors for facilitating the transition
process and supporting the child’s development (Pianta et al. 1999) and en-
suring the quality of transition practices (Dockett and Perry 2007; Visković
2018). Appreciation of children’s abilities, possibilities and needs contributes
to the quality of transitional practices.
It has been established that teachers’ practices have a positive effect on
children’s transition by creating connections between preschool and ele-
mentary school (Schulting, Malone, and Dodge 2005). Activities aimed at de-
veloping socio-emotional skills, self-confidence, and independence help the
child to cope with new challenges more easily (Dockett and Perry 2007). Un-
derstanding and support from professionals are indispensable for creating
a stimulating environment and ensuring a successful transition for the child
(Esping-Andersen 2009). The appraisals of preschool teachers and elemen-
tary school teachers regarding the importance of quality transition practices
reflects their willingness and engagement in facilitating the transition pro-
cess of a child from kindergarten to elementary school (Rimm-Kaufman and
Pianta 2000). Einarsdottir, Perry, and Dockett (2008) observe that teachers’
perception of their own role in transition processes is reflected in their prac-
tices. Although in more developed countries transitional practices are often
perceived as adequate, in some less developed countries, such as Mexico,
preschool teachers and elementary school teachers point to a weak con-

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