The transition from kindergarten to school through the eyes of kindergarten teachers, school teachers and parents

Abstract

This study is about the presentation of an exploratory research that will serve as a basis for the design of subsequent large-sample surveys. I conducted semi-structured interviews with kindergarten teachers (N=5), school teachers (N=5), and parents with first-grade children (N=5) to explore their interpretation and practice of the transition between kindergarten and school. Respondents see some of the difficulties encountered during the kindergarten-school transition in a similar way, however, I did not receive very definite answers regarding the possible solutions to these difficulties. When children start school, different skills may be important, and school maturity is determined only by the methods used in the given institution. According to the respondents, they are trying to make the kindergarten-school transition smoother by introducing the school to the children and allowing them to meet their future teacher. Interviewees identified pretty similar institutional and parenting roles in assisting the transition. With the help of my results the parental views can be supported by arguments, it can also help the work of the teachers, and can make it more effective.