Transition Processes from Kindergarten to Primary School / Postupci prijelaza iz dječjeg vrtića u osnovnu školu

Abstract

Starting primary school is a new and potentially stressful experience for most children. Previous involvement in early childhood institutions can facilitate children’s transition to primary school.

The transition from kindergarten to primary school is interpreted as a process of change in the educational environment. It entails changes in the identity of a child, i.e. of process participants, strategies and forms of learning, context and purpose of children’s games, role of the family and, almost as a rule, increased and intensified demands toward children with simultaneous reduction of children's autonomy when deciding on their daily activities. It can contribute to the development of self-esteem and early academic achievements.

This paper gives a research overview of kindergarten and primary school professionals’ opinion on the existing practice of organized transition processes and their benefits in regard to children. The statistically significant difference (p≤.05) of the participants’ assessment was determined for the processes of children’s visit, individual work with children, joint events, and certain forms of cooperation. Conversations with children, kindergarten children’s visits to primary schools and lectures for parents are recognized as the most frequently organized transition processes. Representing the most important supporting activities, monitoring and documentation of children’s development and joint studying are absent.

Key words: cooperation; formal education; growing-up communities; resistance to change; supporting activities.

Prijelaz iz dječjeg vrtića u osnovnu školu tumači se kao proces promjene odgojno-obrazovnog okruženja. Podrazumijeva promjene identiteta djece, odnosa dionika procesa, strategija i oblika učenja, konteksta i svrhovitosti dječje igre, promjenu uloge obitelji i, gotovo u pravilu, povećanje i intenziviranje zahtjeva prema djeci uz istodobno smanjenje dječje autonomije pri odlučivanju o dnevnim aktivnostima. Može doprinijeti razvoju samopouzdanja i početnim akademskim postignućima.

Ovaj rad daje pregled istraživanja mišljenja stručnih radnika u dječjem vrtiću i osnovnoj školi o postojećoj praksi organiziranih postupaka prijelaza i njihovoj značajnosti za djecu. Statistički značajna razlika (p≤,05) procjene sudionika utvrđena je za postupke posjeta djece, individualnog rada s djecom, zajedničkih događanja i pojedinih oblika suradnje. Razgovori s djecom o školi, posjeti djece iz dječjeg vrtića u osnovnu školu i predavanja za roditelje prepoznati su kao najčešće organizirani postupci prijelaza. Izostaje praćenje i dokumentiranje dječjeg razvoja i zajedničko učenje, što su najznačajnije potporne aktivnosti.

Ključne riječi: formalno obrazovanje; otpornost na promjene; potporne aktivnosti; suradnja; zajednice odrastanja.