engleski

Preschool teachers’ and teachers’ expectations and roles in children’s transition from preschool to school

Children’s transition from preschool to school is a process of great change in children’s lives and numerous authors emphasize the importance of this transition being as painless and successful as possible. Transition from preschool to school is one of the child’s first experiences within the educational system which brings forth their realization that transitions will be a part of their everyday lives. The educational process at all levels, including transitions between those levels, requires children’s active participation. Preschool teachers and teachers have a pivotal role in supporting children’s active participation. Their mutual cooperation, interconnectedness andstepstowardspartnershipareemphasizedinliteratureasimportantforthequalityofexperiencesoftransitionfrom the preschool to school context from the perspective of all involved stakeholders. Working in different settings, preschool teachers and teachers have different expectations from the educational process as well as views of their own roles in those contexts. Therefore, the aim of our research was to gain insight into preschool teachers’ and teachers’ perspectives about their own roles and expectations from the educational process in children’s transition from preschool to school. Within the quantitative and qualitative approach to research, we conducted a survey and focus groups with preschool teachers and teachers. Results indicate that preschool teachers’ and teachers’ views of their roles and expectations differ and that there is a need for rethinking the possibilities of their mutual complementation and coordination, for the well-being of children as well as for the well-being of other involved stakeholders.

transition, preschool, school, educational process, children, preschool teachers, teachers

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