engleski

Different Voices during Transition to School

Childhood, in terms of democracy and citizenship, is equally important as any other period in life, with its own culture, values, rights and perspectives and should be, as such, viewed with respect and appreciation. However, the transition to school is focused mainly on children’s academic achievement and knowledge and less (if at all) on their prior and current experience as learners. Their participation in the transition process is based mostly on set of tests that positions them as objects of an assessment. The United Nations Convention on the Rights of the Child (1989) states that every child has the right to be consulted and heard on matters that affect him, thus transition to school presents a ‘matter’ that requires a child’s point of view. It is also interesting to see how different adult stakeholders (ECEC and CSE educators, parents) see and understand the child and the transition process, since mutual understanding and sharing similar views contribute to a successful transition process. As Dahlberg and Lenz Taguchi (1994) stated, the child needs to be seen as an active cultural constructor of knowledge and identity during the transition process. The objective of this paper is to investigate the similarities in perception of the child and the transition process among all stakeholders during transition. Mapping initial status is the first step toward co- construction of transition curriculum which is the main purpose of this study –changing the model of child ready for school towards the school being ready for every child. Individual interviews were conducted with preschool and elementary school teachers as well as with parents and children attending local ECEC center. Adult stakeholders were asked from the position of an adult and from the position of the child to give answer what they need to know and want to know about the child starting school. Children were asked similar questions concerning what they want teacher to know about them. As expected, the answers differed indicating that connecting different stakeholders actually means connecting diverse and complex systems. Understanding and respecting diversity is necessary for communication, but striving towards shared goals should be the main idea of ready school model. All stakeholders (with emphasis on the educational system) need to be conscious of the child’s active presence in that process. Children will thrive from multiple social connections between their environments (sharing goals) and the dynamic and dialectic relationship that they are in. That provides continuous and effective support for a successful transition.

active participation, communication, interview, perception of transition process, shared goals, starting school

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