Page 345 - Pedagoška vizija / A Pedagogical Vision

Transition Practice from Kindergarten to Elementary School

Table 3 Appraisal of the Quality Elements of Current Transitional Practice:
Results of Principal Component Analysis
Item () ()
The current transitional practice of a child from kindergarten to elementary . .
school is adapted to the child’s capabilities.
The current transition practice of a child from kindergarten to elementary . .
school is adapted to the child’s needs.
The current transitional practice of a child from kindergarten to elementary . .
school is adapted to the child’s abilities.
The current transition practice of a child from kindergarten to elementary . .
school is satisfactory.
Characteristic root .
Percentage of explained variances .
Notes Column headings are as follows: (1) component, (2) communalities.

Table 4 Appraisal of the Quality Elements of Current Transitional Practice: Arithmetic Mean
of All Respondents’ Answers
N Min Max M SD
 . . . .

As can be seen (table 4), the respondents’ answers concerning the state-
ments are in the range from 1 to 5, where 1 refers to the appraisal of the ex-
amined quality elements of the transitional practice as unsatisfactory, and 5,
while the arithmetic mean of the answers is 2.83.
In the next step, it was examined whether preschool teachers and ele-
mentary school teachers differ in their appraisals of the quality elements of
the current transitional practice. The results of the Kolmogorov-Smirnov test
showed that the variable Quality elements of the current transitional practice
is not normally distributed (K-S = 0.133, df =341, p < 0.001), so the Mann Whit-
ney U test was used. The test results are shown in table 5. They indicate that
there was no statistically significant difference between preschool teachers
and elementary school teachers in the appraisal of the quality elements of
current transitional practice (Mann-Whitney U = 11917.500; p =0.256). Thus,
the hypothesis (H1) can be accepted.
Descriptive statistical procedures, calculating the median and interquar-
tile range, aimed to determine the appraisal of the quality elements of tran-
sitional practice by preschool teachers and elementary school teachers. The
obtained results are presented in table 6.
On a five-point Likert-type scale (1 – I do not agree at all, 5 – I completely
agree) the agreement with the statement ‘Cooperation between preschool

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