Page 347 - Pedagoška vizija / A Pedagogical Vision

Transition Practice from Kindergarten to Elementary School

Table 7 Differences in the Attitudes of Preschool Teachers and Elementary School Teachers
about the Necessity of Cooperation for the Transition Process: Mann Whitney U-Test
Category N ¯ R R U p
Preschool teachers  . . . .
Elementary school teachers  . .
Total 

Table 8 The Importance of the Cooperation of Preschool Teachers and Elementary School
Teachers for the Transition from Kindergarten to School
Category N Min Max C Q–
Preschool teachers  . . . .
Elementary school teachers  . . . .

result was obtained (Mann-Whitney U = 12414.000; p = 0.503) and that the
views of preschool teachers and elementary school teachers on the impor-
tance of their cooperation for the transitional processes from kindergarten
to school do not differ. Thus, the hypothesis (H3) can be accepted.
Based on the graphic indicators (figure 1) and the calculated descriptive in-
dicators presented in table 8, it is evident that preschool teachers (C = 5.00;
Q 3−1 = 1.00) and elementary school teachers (C = 5.00; Q 3−1 = 1.00) to a very
large extent agree that the cooperation of preschool teachers and elemen-
tary school teachers is necessary during the process of a child’s transition
from kindergarten to elementary school. Thus, the hypothesis (H4) is proven.

Discussion
The findings of this research indicate that preschool teachers and elemen-
tary school teachers do not differ in their appraisals of the quality elements
of transitional practice and the importance of their cooperation during
these processes. The appraisals of preschool teachers and elementary school
teachers about the importance of quality transition practice is very impor-
tant for the transition between kindergarten and school because it reflects
the willingness of practitioners to facilitate this process (Rimm-Kaufman and
Pianta 2000), and shapes their approach to the realization of the practice it-
self (Einarsdottir, Perry, and Dockett 2008). For the implementation of transi-
tional practice, it is important that preschool teachers and elementary school
teachers are aware of their role (Einarsdottir, Perry, and Dockett 2008), and
understand the importance of relationships and cooperation, which enables
a better understanding of the relationship between two educational institu-
tions.

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