The topic of transition from kindergarten to school in the curricula of higher education institutions
DOI:
https://doi.org/10.31074/gyntf.2025.2.291.308Keywords:
transition from kindergarten to school, curricula of kindergarten and primary school teacher training, curricula contentAbstract
The issue of a successful transition from kindergarten to school is increasingly the focus of parents, teachers and researchers. Children’s attitudes to learning, the development of a range of social competences, self-confidence, psychological well-being and the development of essential learning skills are essential at this stage of the education system. A harmonious transition is the result of a multi-stakeholder collaborative process, which depends primarily on the successful cooperation between pre-school teachers and parents, teachers and parents, and pre-school teachers and teachers. Most of the literature in Hungary tends to focus on the issue of school readiness, the development and measurement of children’s cognitive abilities (Józsa & Zentai, 2007a), and the views of different educational actors on the transition from kindergarten to school (Gyurcsik, 2020; Fleisz-Gyurcsik, 2022). In our qualitative research, we sought to explore this topic from a different perspective. First of all, we examined how the issue of kindergarten-school transition appears in the curricula of Hungarian institutions dealing with kindergarten and teacher training. We have tried to identify the subject areas that can be found in the higher education curricula of both professions. Our results show that different higher education institutions deal with this topic in different ways: there may be no such topic in the curriculum; or it may be included in a number of different courses; or it may be offered as a compulsory or optional subject, or in some cases as a specialisation. In our view, the inclusion of the topic of the transition from kindergarten to school in the curricula could be a starting point for bringing the professions of kindergarten teacher and teacher closer together, increasing cooperation, trust and collaboration.
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