Pregled bibliografske jedinice broj: 1276267
Kindergarten-primary school cooperation practice during transition
Kindergarten-primary school cooperation practice during transition // 12th International conference EDUVision 2022 – New contemporary challenges – opportunities for integrating innovative solutions into 21st century education / Orel, M. ; Brala-Murovčić, J. ; Miletić, J. (ur.).
Ljubljana: EDUvision, 2022. str. 14-29 (plenarno, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 1276267 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Kindergarten-primary school cooperation practice
during transition
Autori
Tatalović Vorkapić, Sanja ; Katić, Vesna ; Pejnović, Helena
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
12th International conference EDUVision 2022 – New contemporary challenges – opportunities for integrating innovative solutions into 21st century education
/ Orel, M. ; Brala-Murovčić, J. ; Miletić, J. - Ljubljana : EDUvision, 2022, 14-29
ISBN
978-961-95939-5-0
Skup
12th International Conference EDUvision 2022 »New Contemporary Challenges – Opportunities for Integrating Innovative Solutions into 21st Century Education«
Mjesto i datum
Online ; Ljubljana, Slovenija, 23.11.2022. - 25.11.2022
Vrsta sudjelovanja
Plenarno
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
children's transitions ; cooperation ; early childhood educators ; kindergarten ; primary school ; teachers
Sažetak
The transition from kindergarten to primary school is a major event in a child's life. It presents a significant change that is reflected in all developmental domains of a child. It has not only strong short-term impacts but also some important long-term impacts on psychological functioning of a child. Quality cooperation between early childhood educators in kindergarten and teachers of the primary school is crucial during transition. The roles of psychologists, pedagogues and parents, should not be ignored due to their competencies that provide quality support for children during transitions. Therefore, it is very much important to study existing transition practices with the focus on cooperation between all significant others, especially teachers in kindergarten and primary schools. The paper presents the results of two workshops conducted as part of the project Children's well-being in transition periods: the empirical validation of ecological-dynamic model. The number of participants was N=132 and included early childhood educators, primary school teachers and professional staff of kindergartens and primary schools. The results showed that even though early childhood educators and primary school teachers have similar perceptions of children during transition periods and their needs, they have rather different perspectives on their roles and expected practices and cooperation during children's transitions. The research implications are related to the fact that it is important to work on teachers from kindergartens and primary schools on their cooperation during children's transitions, to enhance their cooperation but also some written rules since there is a significant lack of those in Croatia.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)
POVEZANOST RADA
Projekti:
--uniri-drustv-18-11 - Dobrobit djece u prijelaznim životnim periodima: empirijska provjera ekološko-dinamičkog modela (CHIWELLTRANS) (Tatalović Vorkapić, Sanja) ( CroRIS)
Ustanove:
Učiteljski fakultet, Rijeka