DIFFERENT ASPECTS OF ENSURING A SMOOTH TRANSITION OF CHILDREN FROM PRESCHOOL TO SCHOOL A Guidebook for preschool and primary school teachers and other relevant stakeholders Petra Zgonec, Petra Bozovičar, Mateja Mlinar, Kristina Liepiņa, Victoria Rauch, Toni Crvelin Table of Contents 1. About the project and project partners 5 4.3. Professional continuity 104 2. Comparison of educational systems at the level 4.3.1. More about the professional continuity 104 of each of the 3 countries 10 4.3.2. An insight into the current situation in the practice 3. About the importance of at the level of professional continuity 106 ensuring smooth transition 20 4.3.3. Examples of good practice regarding 4. Ensuring a smooth transition within professional continuity 114 three continuities 25 4.3.3.1. Preschool from Croatia 114 4.1. Developmental continuity 26 4.3.3.2. Preschool from Latvia 120 4.1.1. More about the developmental continuity 26 4.3.3.3. Preschool from Slovenia 124 4.1.2. An insight into the current situation in the practice 4.3.3.4. Primary school from Croatia 128 at the level of developmental continuity 32 4.3.3.5. Primary school from Latvia 134 4.1.3. Examples of good practice regarding 4.3.3.6. Primary school from Slovenia 138 developmental continuity 38 5. The most important guidelines 4.1.3.1. Preschool from Croatia 38 for further development of this field in the future 142 4.1.3.2. Preschool from Latvia 44 5.1. For preschool teachers and primary school teachers 144 4.1.3.3. Preschool from Slovenia 48 5.2. For administrative staff of preschool 4.1.3.4. Primary school from Croatia 52 institutions and schools 150 4.1.3.5. Primary school from Latvia 58 5.3. For policy makers 154 4.1.3.6. Primary school from Slovenia 62 4.2. Pedagogical continuity 68 4.2.1. More about the pedagogical continuity 68 4.2.2. An insight into the current situation in the practice at the level of pedagogical continuity 70 4.2.3. Examples of good practice regarding pedagogical continuity 76 4.2.3.1. Preschool from Croatia 76 4.2.3.2. Preschool from Latvia 80 4.2.3.3. Preschool from Slovenia 84 4.2.3.4. Primary school from Croatia 92 4.2.3.5. Primary school from Latvia 96 4.2.3.6. Primary school from Slovenia 100 Different Aspects of Ensuring a Smooth Transition of Children from Preschool to School : a guidebook for preschool and primary school teachers and other relevant stakeholders © 2022 Educational Research Institute, Ljubljana Publisher: Educational Research Institute, Ljubljana. Authors: Petra Zgonec, Petra Bozovičar, Mateja Mlinar, Kristina Liepiņa, Victoria Rauch, Toni Crvelin Design: Tadej Abram Electronic edition Available at: https://timtransition.files.wordpress.com/2023/02/tim-handbook-english.pdf CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 142112515 COBISS.SI-ID 142112515 ISBN 978-961-270-384-4 (PDF) ISBN 978-961-270-384-4 (PDF) 1.ABOUT THE PROJECT AND PROJECT PARTNERS This publication was developed at the end of a 3-year long international project called Transition Is Our Mission (TIM). TIM is an international project that operates under the auspices of Educational Research Institute Slovenia (ERI) and connects 8 partners from Slovenia, Croatia and Latvia. With the TIM initiative, we want to contribute to raising the awareness of preschool and school professionals about the importance of ensuring a smooth transition of children from preschool to school and raising their competencies in this field. The project ran from September 2019 to August 2022 and was co-funded by the Erasmus+ programme of the European Union. Educational Research Institute Slovenia www.pei.si — 5 — ABOUT THE PROJECT AND PROJECT PARTNERS ABOUT THE PROJECT AND PROJECT PARTNERS Three national leading organisations were chosen to cooperate in the All of them significantly contributed to the project through sharing project: their experiences from practice and reflecting on different strategies and other elements of ensuring transition. 1) the international consortium leader Pedagoški inštitut - Educational Research Institute, Slovenia, following ERI, The project is aimed at raising awareness, interest and competencies of 2) Pučko otvoreno učilište Korak po korak - Open Academy Step by preschool and school professionals for ensuring transition between the Step, Croatia, following OASbS and preschool and school environment. 3) Izglītības iniciatīvu centrs - Center for Education Initiatives, In the first phase of the project, research on the current situation Latvia, following: CEI. in the field of ensuring transition was conducted in order to share experiences and give insights into different practices of ensuring Partners are members of the International Step by Step Association a smooth transition of children from preschool to school. A (following: ISSA), where they all strive to ensure quality education and representative sample of preschools and schools from all regions in were selected based on good and long-lasting cooperation in various all three countries was involved in the project (SLO, HR, LV). Data initiatives. The main mission of all national leading organisations is to were collected through e-questionnaires, which were answered ensure quality education in preschools and schools. This is accomplished by preschool teachers who worked with children in the last year of through trainings and other forms of support for professional preschool and primary school teachers who worked with first-grade development of preschool and school professionals (observations, children. The data gained value through including views with smaller expert meetings, conferences, publication of professional materials, groups of parents and children from the same preschools and schools. etc.). Another way of achieving higher quality in education is with These were obtained in focus groups or through individual interviews the help of various national or international initiatives and projects conducted in all three countries. All the main results of this research concerning process quality in education, including transition as one of are gathered in the International Brochure with the comparison of the aspects of quality practice in preschool and school. results from Croatia, Latvia and Slovenia (https://drive.google.com/file/ d/1W9u9abMfwnRCh5p2feSQ-MAhMH13_qdY/view?usp=sharing). Further on, each of the national leading organisations selected one preschool and one school (to which children from this preschool enrol) In the second phase, which was also based on the data of this research, in their country to become their partner in the project. These are the a pilot module was developed that was intended for trainers to conduct chosen preschools and schools: trainings on the topic of ensuring transition. The module includes goals, content, processes and forms of actions as well as the time framework 1) Primary school heroja Janeza Hribarja and Preschool Vrtec and all the materials needed for the training conduction. The module Polhek, which operates under Primary school heroja Janeza could be useful for any interested organisations that conduct trainings Hribarja; for preschool and primary school teachers. The module is available at https://drive.google.com/file/d/1Mh4i1xDdUToNf9qzsEZCrxjVVZtOa 2) Croatia - Preschool Sisak Novi and Primary school “Braca Z0m/view?usp=sharing Bobetko” Sisak; 3) Latvia - Valmiera 5th Secondary School, Preschool Ezitis. — 6 — — 7 — ABOUT THE PROJECT AND PROJECT PARTNERS ABOUT THE PROJECT AND PROJECT PARTNERS In the third phase of the project, joint trainings on transition for preschool and school professionals were conducted based on the previously described pilot module. 120 participants attended 5-day trainings on ensuring a smooth transition in each country. The invitations were first sent to professionals from preschools and schools that participated in the first phase of the project by answering the questionnaire. The interest in the training was very high, and there were many participants from institutions across all three countries. Joint trainings for preschool and primary school teachers allowed them to share their practices, expectations, dilemmas and challenges regarding transition and developed a common understanding of the importance and strategies to ensure a smooth transition from preschool to school. Based on the conducted trainings, the Guidebook for preschool and school teachers that you are currently reading was developed. The Guidebook consists of three parts: 1) Comparison of educational systems at the level of each of the 3 countries 2) About the importance of ensuring smooth transition 3) Ensuring smooth transition within three continuities: a. Developmental continuity b. Pedagogical continuity c. Professional continuity 4) The most important guidelines for further development of this field in the future: a. For preschool and school teachers b. For preschool and school manager staff c. For policy makers — 8 — — 9 — 2.COMPARISON OF EDUCATIONAL SYSTEMS AT THE LEVEL OF EACH OF THE 3 COUNTRIES As the table below shows, there are similarities as well as differences between the education systems at the level of all three project partner countries. In order to better understand the context of the results of the research and other contents presented below in this Guidebook, we summarise some of the most relevant differences: • In Latvia, children enter school one year later than in Slovenia and Croatia; • In Slovenia, two professionals teach in the 1st grade; • In Croatia, children take a knowledge test before entering school; • In Slovenia, there are many primary schools with a preschool, which means that both the preschool and school share common leadership and the preschool unit is located in the school or near the school, which has a great impact on ensuring the smooth transition of children from preschool to school; • In Latvia, preschool is compulsory 2 years before entering school, in Croatia one year and in Slovenia it is not compulsory; • In Slovenia, we have a system that enables preschool teachers to be ‘in transit’ between preschool and school - this means that a preschool teacher goes to the 1st grade with preschool children, is there for one year and then returns to the preschool. — 10 — — 11 — COMPARISON OF EDUCATIONAL SYSTEMS AT THE LEVEL OF EACH OF THE 3 COUNTRIES COMPARISON OF EDUCATIONAL SYSTEMS AT THE LEVEL OF EACH OF THE 3 COUNTRIES SLOVENIA CROATIA LATVIA Preschool institutions that Non-compulsory Non-compulsory Non-compulsory provide education and care for children aged 0-6 Independent (public and private) Preschools, public (founded by the Public and private preschools. preschools. Republic of Croatia or the local Special pre-primary classes at Public preschool at school government and self-government general education institutions. (1 organisation). units), religious (founded by religious communities) or private (founded Compulsory from the age of 5, for by other legal entities and natural two years before entering primary persons). school. Preschool programmes: obligatory one year before entering compulsory primary school, held as a part of the regular preschool programme or as a separate programme in preschools or schools. Enrolment rate of children in Age 1–5: 82.5% children Age 0–3: 21.20% Age 1–5: 86% ECEC institutions in the 2020/21 school year (93.7% of the population aged 4–5) Age 3–5: 36.43% Age 5–7: 99.9% Age 5–7: 42.37% Compulsory education age 6 5 5 Primary school entry age 6 6 7 — 12 — — 13 — COMPARISON OF EDUCATIONAL SYSTEMS AT THE LEVEL OF EACH OF THE 3 COUNTRIES COMPARISON OF EDUCATIONAL SYSTEMS AT THE LEVEL OF EACH OF THE 3 COUNTRIES SLOVENIA CROATIA LATVIA Number of children in preschool 2 age groups: 6–12 months (max. 5) The current normative regulation classrooms 13–18 months (max. 8) does not determine the number 1st age group: children aged 1–3 of children in the group at a 19–24 months (max. 12) preschool educational institution. • 9–14 children However, this does not mean (age homogenous class) in the 3rd year of life (max. 14) that an unlimited number of • 7–10 children in the 4th year of life (max. 18) children can attend a group. The (heterogeneous class) institution must comply with in the 5th year of life (max. 20) hygiene requirements – each child under the age of three needs 2.5 2 in the 6th year of life (max. 23) nd age group: children aged 3–6 m2 of group space and 1.8 m2 of • 14–19 children, age 3–4 in the 7th year of life – starting sleeping space, while each child (homogenous class) school (max. 25) over the age of three needs 3.0 m2 of group space and 2.0 m2 of • 14–24 children, age 4–6 sleeping space. The possibilities (heterogeneous class) Heterogeneous classes: of high-quality implementation of • 14–21 children, age 3–6 1–2 years of life (max. 10) the preschool education program (heterogeneous class) must also be evaluated. 1–3 years of life (max. 12) 3–starting school (max. 20) 4–starting school (max. 22) Number of ECEC practitioners in 1 preschool teacher and 1 assistant 3 ECEC practitioners in groups of 2 teachers and 1 assistant per preschool classrooms per group. children aged 6 months–1 year. group (usually 1 teacher and 1 assistant are in the group at the 6 hours of regulated time 2 ECEC practitioners for children of same time). co-working in the group each day. other age groups (the group is with 1 ECEC practitioner for most of the Non-regulated time of teachers day). co-working. An hour or more of co-working (for programmes which last 7–10 hours). — 14 — — 15 — COMPARISON OF EDUCATIONAL SYSTEMS AT THE LEVEL OF EACH OF THE 3 COUNTRIES COMPARISON OF EDUCATIONAL SYSTEMS AT THE LEVEL OF EACH OF THE 3 COUNTRIES SLOVENIA CROATIA LATVIA Education of ECEC practitioners Preschool teachers: Preschool teachers: Teacher-training programme (min. in preschool classrooms • master’s degree of preschool min. bachelor’s degree in preschool bachelor’s degree required). education or education (professional or academic • secondary school degree in study programme). preschool education. Other profiles can be employed as Preschool assistant teacher: preschool teachers only for shorter periods in case there is a deficit of • preschool secondary preschool teachers in the labour education or market. • any secondary education with vocational retraining in preschool education. Increased postponed enrolment 2010: 4.5% (809 children) 2013/14: 6.11% (2,459 children) The child begins primary for a year 2017: 8.3% (1,846 children) education in the calendar year 2014/15: 6.58% (2,686 children) in which they turn 7. Depending 2018/2019: 9.7% (2,096 children) on the state of health and 2015/16: 6.75% (2,825 children) psychological readiness, a child 2016/17: 7.77% (3,149 children) may start the acquisition of basic education one year earlier in 2017/18: 7.76% (3,105 children) accordance with the wishes of the parents or one year later on the 2018/19: 9.00% (3,464 children) basis of the opinion of a family doctor. 2019/20: 7.18% (2,727 children) No official data on postponement of the enrolment is available in Latvia. Number of professionals in first 2 1 1 grades — 16 — — 17 — COMPARISON OF EDUCATIONAL SYSTEMS AT THE LEVEL OF EACH OF THE 3 COUNTRIES COMPARISON OF EDUCATIONAL SYSTEMS AT THE LEVEL OF EACH OF THE 3 COUNTRIES SLOVENIA CROATIA LATVIA Number of hours per week when 10 hours per week (15–23 pupils) Non-applicable Non-applicable professionals in first grades co- work in the classroom 15 hours per week (24–28 pupils) If Roma children are included in the classroom: 15 hours per week (10–14 pupils) 20 hours per week (15–21 pupils) In a heterogenous classroom: 10 hours (12 pupils from 2 different grades) 10 hours (10 pupils from 3 or more grades) Education of professionals in first First teacher: Primary school teacher education Primary school teacher education grades Primary school teacher education Second teacher: master’s degree of preschool education or secondary school degree in preschool education or primary teacher — 18 — — 19 — 3. ABOUT THE IMPORTANCE OF ENSURING SMOOTH TRANSITION Every child faces different transitions during their lifetime, and their learning and education are not exceptions. Every transition presents a challenge for the child and all involved stakeholders and plays an important role in the child’s development and personal growth. Transition has the potential to become a success factor in development or, in the event of its failure, a traumatic, development-hindering experience. The transition from preschool to school is one of the first and, undoubtedly, most important transitions in a child’s life. Just as the transition “begins well before children start school and develops to the point where children and families feel a sense of belonging at school and when teachers recognize this sense of belonging” (Hayes, 2011)1, the impact of transition on a child’s development – positive or negative – lasts much longer than the process itself. Transition from preschool to school is very complex and involves a number of important changes for a child – not only adapting to the new social role and meeting new friends and teachers but also adapting to the new learning environment, new daily routines and rules, different teaching style, increased learning expectations, etc. 1 Dumcius, R., Peeters, J., Hayes, N. (2014). Study on the effective use of early childhood education and care in preventing early school leaving- Final Report. https://www.academia.edu/29044807/ Study_on_the_effective_use_of_early_childhood_education_and_care_in_preventing_early_school_ leaving_Final_Report — 20 — — 21 — ABOUT THE IMPORTANCE OF ENSURING SMOOTH TRANSITION ABOUT THE IMPORTANCE OF ENSURING SMOOTH TRANSITION A supportive and stress-free experience at this stage is likely to A smooth transition can be ensured by preschool and school educators influence whether or not children can develop their full potential at who cooperate purposefully. Only such a transition increases the school, academically and socially.2 Successful and smooth transition likelihood that professional, pedagogical and developmental continuity can have long-term positive outcomes for children both in their will be ensured between preschool and school, and that the positive educational success and in terms of social and emotional development effects of pre-school learning will continue inside and outside primary (Margetts, 2009; Centre for Excellence and Outcomes in Children and school. Young People’s Services (C4EO), 2010).3 At the same time, negative experiences can cause lasting difficulties, leading to problematic Finally, another no less important aspect of the importance of a smooth behaviour and poorer educational performance (Niesel & Griebel, transition should be mentioned – in terms of system characteristics, 2005; Woodhead & Moss, 2007; Moss, 2013).4 This is especially true successful transitions are usually more cost-effective and likely to for children coming from disadvantaged families. reduce the necessity of later compensatory educational support policies (Fabian & Dunlop, 2006).7 Therefore, it is particularly important that a smooth and positive transition to school has been identified as a factor neutralising social and economic disadvantage and for promoting a pupil’s resilience (A. Hayes, 2011). Children who have a positive start to school are likely to perceive school as an important place, to have a positive attitude to learning and positive expectations of their abilities to succeed at school (Dockett & Perry, 2007; Fabian & Dunlop, 2006; Margetts, 2007; Peters, 2010). Successful transition is significant for children’s emotional well-being and for their cognitive development. Transition may also support early integration of groups from different backgrounds, thereby becoming 2 a necessary element of inclusion. Positive transitions may minimise OECD (2017), Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education. https://read.oecd-ilibrary.org/education/starting-strong-v_9789264276253-en#page17 negative consequences of change such as school phobia, functional illiteracy, drop-out rates, etc., therefore neutralising the negative 3 Dr.Mary O’Kane (2016). Research report No 19: Transition from Preschool to Primary School, NCCA. effects of unequal opportunities at the beginning of compulsory https://ncca.ie/media/2471/transition-research-report-no-19.pdf education (Vrinioti, Einarsdottir, & Broström, 2010).5 4 Dumcius, R., Peeters, J., Hayes, N. (2014). Study on the effective use of early childhood education and care in preventing early school leaving- Final Report. https://www.academia.edu/29044807/ Ensuring a smooth transition must be well-prepared and child-centred. Study_on_the_effective_use_of_early_childhood_education_and_care_in_preventing_early_school_ Just as every developmental stage keeps some aspects of the previous leaving_Final_Report ones and assimilates new cognitive and non-cognitive patterns (Piaget, 5 Dumcius, R., Peeters, J., Hayes, N. (2014). Study on the effective use of early childhood education 1953), the educational level should follow the continuity and gradual and care in preventing early school leaving- Final Report. https://www.academia.edu/29044807/ transition of a child.6 Otherwise, it is very likely to encounter the ‘fade-Study_on_the_effective_use_of_early_childhood_education_and_care_in_preventing_early_school_ out effect’, when the positive effects of preschool education can fade or leaving_Final_Report disappear completely, if the transition is not well prepared (Magnuson 6 Dumcius, R., Peeters, J., Hayes, N. (2014). Study on the effective use of early childhood education et al., 2007; Barnett and Hustedt, 1995; Woodhead, 1998). and care in preventing early school leaving- Final Report. https://www.academia.edu/29044807/ Study_on_the_effective_use_of_early_childhood_education_and_care_in_preventing_early_school_ leaving_Final_Report 7 Fabian, H., Dunlop, A.W., (2006) Outcomes of good practice in transition processes for children entering primary school. https://unesdoc.unesco.org/ark:/48223/pf0000147463 — 22 — — 23 — 4.ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES We do not provide a soft transition for children through a one-time cultural or sports event at the school that is attended by preschool children together with the educator or through a one-time event as part of which the children visit the school upon enrolment. While planning the transition, three types of continuity should be taken into account: professional, pedagogical and developmental continuity (OECD, 2017).8 In the following chapter, we will present the characteristics of each continuity. Nevertheless, the elements of all three continuities are interrelated, which allows us a holistic overview of the transition as well as an easier identification of what is already present in practice and which are the areas that could be improved in order to ensure a smoother transition of children from preschool to school. 8 OECD (2017). Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education, Starting Strong. OECD Publishing: Pariz. https://doi.org/10.1787/9789264276253-en — 24 — — 25 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.1. Developmental continuity If we try to look at all of this in a more concrete way, we can point out 5 categories of activities within the developmental continuity: 4.1.1. More about the developmental continuity ( 1 ) Activities for children in order to get familiar with professionals and Developmental continuity refers to the progressive development children from the school as well as the school environment and its daily of new skills, by building on skills formed from previous learning routine, etc. experiences. According to Dewey, “what the child has learned in the way of knowledge and skill in one situation becomes an instrument of This includes: understanding and dealing effectively with the situations which follow”. • School teacher visits preschool children in the class; Developmental continuity refers to the involvement and cooperation of • School teacher visits the preschool children in the class together various stakeholders with the aim to support the child. In this context, with the first-graders; developmental continuity includes: • School teacher and their children attend a puppet show/concert, etc., organised by preschool children; • involvement of the child, • School teacher and the first-graders attend an event in the • cooperation of preschools or schools with parents on the topic of preschool in which both preschool children and first-graders transition, participate; • cooperation between preschool and school in order to exchange • Preschool teacher talks with the children about the school (about information about the child and their expectations, fears, etc.); • cooperation with external services (e.g. health service) (OECD, • Preschool teacher and preschool children visit their future teacher 2017).9 and children in the 1st grade; • Children can visit the school with the preschool teacher to get familiar with the school environment; • Children with their preschool teacher can participate at school event (cultural/sports etc.) hosted by schoolchildren; • The children with the preschool teacher attend an event/meeting at the school, at which both preschool children and first-graders participate. 9 OECD (2017). Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education, Starting Strong. OECD Publishing: Paris. https://doi.org/10.1787/9789264276253-en — 26 — — 27 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ( 2 ) ( 3 ) Activities for parents in order to get familiar with professionals from In addition to activities for children and parents, activities that are school, the school environment, the way of working in the school, to intended for parents and children at the same time with the same communicate possible dilemmas, exchanging expectations, etc. purpose as we have already mentioned in the above two categories are also included in the development continuity. This includes: These include: • Preschool teacher and/or preschool counsellor organise individual open hours for parents on the topic of transition; • School teacher and/or counsellor organises cultural, sports, etc. • Preschool organises a lecture for parents on the topic of transition event to which (only or also) future first-graders and their parents (to which an external expert, school representatives, etc. can also are invited (chestnut picnic, cultural event, etc.); be invited); • School teacher organises a parents’ meeting and workshops for • Informal meetings for parents, organised by representatives of the future first-graders at the same time; preschool on the topic of transition, such as tea party, which can • School teacher/counsellor/management can organise a also be joined by representatives of schools; presentation of the school for all or for individual families; • Meetings for parents on the topic of transition, organised by the • The librarian can organise reading lessons for children and parents representatives of the school, are also important; in the school library (and even in this way a connection with the • School teacher and/or counsellor can organise individual open school can be forged), etc. hours at school for the parents of future first-graders on the topic of transition; ( 4 ) • School teacher and/or counsellor at school level can organise a lecture for parents on the topic of transition; Cooperation of preschool and school professionals in order to transfer information about children. This serves as an important basis for • Informal meetings for parents (e.g. tea meeting) on the topic of creating the most supportive and stimulating learning environment for transition can also be organised at school level; children upon entering the 1st grade. A child portfolio is one example • A teacher and/or counsellor at school level organises a meeting for of a useful tool that allows us such an exchange of information. parents on the topic of transition (to present the work in the first grade, organising a visit to school, etc.). ( 5 ) Cooperation of preschool and school with external services or institutions, such as the health service, which is related to the preventive medical examination of the future first-graders. In addition, it is also important to connect the preschool/school with other stakeholders at the level of the local environment in order to provide optimal support for children’s development. Here we have in mind especially children from vulnerable backgrounds. A Play Hub is one such example. — 28 — — 29 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES (More about Play Hubs) Members of the Local Action Team from different sectors supporting the operation of the Play Hub. The operation of Play Hubs is based on the TOY for Inclusion approach that promotes inclusive non-formal early childhood education and was developed by International Child Development Initiatives (ICDI) in partnership with NGOs and local authorities in 8 countries, including Latvia, Slovenia and Croatia. Play Hubs are a flexible solution that offers educational opportunities for all those children who are often excluded from formal educational services. The Play Hubs offer not only the opportunity to play and learn on the spot but also the opportunity to borrow a game or toy and to play with them at home. This service is especially valued by families whose financial situation does not allow them to buy new games or books often, as their children are provided with the opportunity to play and study with the materials offered by the Play Hubs. Play Hubs also promote transition from preschool to school by organising meetings or info-sessions for parents in cooperation with schools and preschools where parents have the opportunity to get answers to many interesting questions in a safe and familiar atmosphere. It is important that for each generation of children and parents there are as many different forms of cooperation of different actors and activities, which can be provided within the developmental continuity both at the preschool level and at the school level! It is important to ensure for each generation of children and parents as many and as diverse forms of cooperation and involvement of different stakeholders as possible, both at the preschool and at the school level. In addition, it is also very important that the engagement regarding this at the level of preschool and school is balanced, and that the preschool and school are as connected as possible in the realisation of this. — 30 — — 31 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.1.2. An insight into the current situation in the In the past school year (2018/19), did you organise any types of practice at the level of developmental continuity individual or group cooperation with parents of the future first graders with the aim of supporting children (and parents) in transition from the old to the new learning environment? In the tables below, we present some results of our research related to YES developmental continuity. Preschool teachers SLO CRO LV 38 % 70 % 65 % In the past school year (2018/19), did a school teacher visit your preschool and meet the future first graders with the aim of presenting life in school? YES In the past school year (2018/19), did you cooperate with primary school teachers that work with children of your preschool classroom in the current school year, with the aim of exchanging information about them? SLO CRO LV 11 % 10 % 47 % YES SLO CRO LV In the past school year (2018/19), did you organise any meetings/or 31 % 28 % 34 % visits to school for the future first graders? YES SLO CRO LV 62 % 68 % 58 % — 32 — — 33 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES School teachers In the past school year (2018/2019), did you organise any meetings/ In the past school year (2018/19), did you organise any types of visits in school for future first graders in cooperation with the individual or group cooperation with parents of the future first graders preschool? with the aim of supporting children (and parents) in transition from the old to the new learning environment? YES YES SLO CRO LV 71 % 20 % 60 % SLO CRO LV 46 % 4 % 41 % In the past school year (2018/2019), did you organise any joint meetings/cultural, sport or other events to which you also invited In the present school year (2019/2020), did you cooperate with the future first graders and their parents? preschool teacher that worked with your current first graders in preschool with the aim of exchanging information about them? YES YES SLO CRO LV 37 % 15 % 35 % SLO CRO LV 39 % 82 % 59 % Research has shown that cooperation with parents mostly exists in the Moreover, practice shows that when one system cooperates with form of individual parent-teacher meetings and is more common in parents, it rarely includes other stakeholders in the cooperation that preschool than school systems, while Visković (2018) recognizes that would contribute to softening the transition (e.g. professionals from there is a need for involving parents in transition practices (e.g. jointly the other systems, experts from other institutions). with the children) more often (Visković, 2018). — 34 — — 35 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES The most common reasons for not implementing developmental continuity (e.g. why school teachers do not organise meetings for parents of future first-graders or why preschool teachers do not organise a visit to the school) are the following: • there is no need for such practice, • there are organisational problems, • management does not strive for this, • nobody took the initiative. Think about developmental continuity in your country/at the level of your institution/your practice: • Does the school teacher visit your preschool children in the class? • Do children visit the school with the preschool teacher to get familiar with the school environment? • Does the preschool teacher and/or preschool counsellor organise individual open hours for parents on the topic of transition? • Do you organise informal meetings for parents, organised by representatives of the preschool, on the topic of transition, such as tea parties, which can also be joined by representatives of schools? • Does the school teacher and/or counsellor organise cultural, sports, etc. events to which (only or also) future first-graders and their parents are invited (chestnut picnic, cultural event, etc.)? • Are there available organised reading lessons for children and parents in the school library for preschool children and their parents? • Is there cooperation between preschool and school professionals in order to transfer information about children as an important basis for creating the most supportive and stimulating learning environment for children upon entering the 1st grade? • What doesn’t exist yet but would be important? • Who else could you connect with? — 36 — — 37 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.1.3. Examples of good practice regarding Why we decided to present developmental continuity It is very effective practice. Purpose The transition of children to primary school can be stressful for both the 4.1.3.1. Preschool from Croatia child and the parents, especially if they have no experience and are not sufficiently informed. A joint visit of preschool teachers, children and their parents to the new setting plays an important part in dispelling Title of activity fear of the unknown. Joint visit of preschool teachers, children and their parents to school Goals Name of institution 1. Parents and children get information about the school and what Dječji vrtić Sisak Novi/Kindergarten Sisak Novi it has to offer in an interesting way 2. Parents and children get to know the school premises 3. Children and parents get to know the teachers who will teach next year (if possible) Frequency Once a year Time period of implementation February/March (before school enrolment procedure takes place) Duration of implementation 1.5 hours From–to 17.00–18.30 (usual time for parent – teacher meetings) Initiator of the activity Preschool counsellor — 38 — — 39 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Persons who are involved in organisation, planning and Methods and forms of work implementation of the activity and their tasks • Presentation Preschool counsellor (she contacts school management and arranges the time of the visit, the number of parents and children – one or • Demonstration and trying on what has been seen more preschool groups – depending on the possibilities of school organisation and the specific conditions that need to be met (e.g. Steps before implementation (planning) during the pandemic) 1. Arranging a meeting (time of the visit, number of participants, who will be involved, what will be presented) Preschool teacher (she prepares children for the visit and informs parents about the visit through posters in the parents’ corners or/and 2. Division of tasks by sending email invitations) 3. Inviting the parents School management (they get in touch with teachers and invite them 4. Preparing the preschool children for visit to prepare the presentations) 5. School teachers and pupils preparing the presentations 6. School preparing small gifts for children with sweets and school Teachers (they prepare the presentations with their pupils) supplies School pupils – 2nd, 3rd, 5th graders (with their teacher’s mentorship, they prepare the program – 2nd and 3rd graders – preparing and leading a Steps of implementation into practice quiz and symbol sudoku for pre-schoolers, 5th graders – demonstration 1. Welcoming speech held by school principal of robotics, school cooperative) 2. Getting to know school premises (classrooms, library, play hub and toy library, sanitary facilities) Target groups 3. Pupils demonstrating some of the school activities that pre- • Preschool children in the year before entering school schoolers can then try themselves • Parents 4. Meeting with next year 1st grade teachers (if possible), watching • Preschool teachers the welcome video made by 4th graders, trying on a full school bag 5. Time for questions Materials needed for implementation • Smart board • Computer • Educational robots, materials for arts and crafts • Printed brochure with key information about the school — 40 — — 41 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES An anecdote/statement of a child, a parent, confirming the reasonableness of the activity Parent statement: This is the first time I have visited a school after I was a student of this school myself. The school has changed a lot in the meanwhile. The visit exceeded all my expectations, I look forward to my child going to school. “Today was the best day of my life. I really liked the school. The best for me was the school board and that I could play with a Lego robot.” (Luka, 6 years) “I liked the teacher the most because she sang with us and let us try on the school bags. And she asked us some questions and we knew everything!” (Petra, 6 years) Recommendations In our opinion the role of a preschool teacher in this visit is important because of her connection with children and parents. It also shows her interest in children’s future. After implementation we realised it would be good to prolong the visiting time to 2 hours. The activity is described by Tihana Barać, preschool teacher Marija Šćetko, school counsellor — 42 — — 43 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.1.3.2. Preschool from Latvia From – to 8.00–8.40, 14.00–15.30, 17.00–18.00 (depends on parents’ choice and according to schedule) Title of activity Individual discussions with the child’s parents about the child’s development and achievements. Initiator of the activity Preschool teacher Name of institution Valmieras PII “Ezītis” Persons who are involved in organisation, planning and implementation of the activity and their tasks Both preschool teachers of the same preschool group Why we decided to present Preschool teachers’ assistant, who is with the group’s children Because it is very effective practice during the interview – a description of the assessment of the child’s educational performance. Purpose To inform parents about their child’s development and achievements Target groups at the end of preschool education stage and provide advice for further Parents of children in the last year of preschool development of knowledge and skills. Goals Materials needed for implementation Written description of the child’s achievements and recommendations Parents are fully informed about the child’s development and achievements. Parents receive recommendations about what to be taken into account and what to work on, so that the child can start Methods and forms of work school successfully. Individual discussion with the children’s parents Frequency At the end of preschool education stage Time period of implementation April–May Duration of implementation About 1 hour — 44 — — 45 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Steps before implementation (planning) An anecdote/statement of a child, a parent, confirming the • Prepare a printable description of a child’s educational reasonableness of the activity performance including recommendations for further • Conversation with the teacher provided answers to the unclear development and learning process. In accordance with the questions about the child’s successful start of the 1st grade. Regulations on National Pre-school Education Guidelines and Sample Pre-school Education Programs, at the end of the • The conversations with the teacher reassured me and made it pre-school education, the teacher assesses and describes the clear that everything was and will be fine with my child. achievements of the child in relation to the planned results of the • During our conversation, I got advice on what I can do as a acquisition of the compulsory content specified in these national parent to make the child’s transition from preschool to school regulations. Learning outcomes are described in terms of data/ successful. information obtained through the systematic observation and assessment of a child’s performance. The description must be in • The teacher explained why it would be useful for the 1st writing and handed over to the parents by the teacher. grade teacher to show the preschool description of the child’s achievements. • Prepare a quiet place for a smooth conversation. Recommendations Steps of implementation into practice As mentioned above, the description of a child’s educational • In April, parents are notified about the individual interview and performance (an official document of the particular educational they must register on a specific date and time (teachers have institution) is prepared for parents and given to parents. But, as it prepared a schedule for 2 weeks). contains many information what can help for smoothening child’s • The parent or both parents arrive for the individual interview on the transition to school, it is very important to encourage parents to share chosen date and time. They are met by one or both teachers (if possible). it with the child’s future 1st grade teacher. • Individual interviews take place in a separate room, in a peaceful atmosphere. The activity is described by • Teacher tells the parents about the child’s developmental process Preschool teacher Evita Vēvere and achievements; asks questions about how parents strengthen the child’s knowledge and skills at home; offers for them to share their thoughts about the child’s development and ask questions. • The teacher gives a description of a child’s educational performance (an official document of the particular educational institution) and explain the information contained in it to the parents during the conversation, emphasizing the key aspects for a successful transition as well as provide recommendations for parents how they can help their child during transition process. • Also, the teacher explains to the parents that, although not required by law, it would be in the child’s best interest for smoothening transition to share this document with the future 1st grade teacher and encourages the parents to do so. — 46 — — 47 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.1.3.3. Preschool from Slovenia Goals 1. Parents receive basic information about the course of enrolment in school (when, where, how). Title of activity 2. Parents are acquainted with the concept of maturity of the child Joint parent meeting of the preschool counsellor and the school to enter school and the procedure in case the child is not yet counsellor for parents of future first-graders ready to enter school (postponement of schooling). 3. Parents are made aware of the possible problems that children Name of institution may have when entering school. Primary school heroja Janeza Hribarja Stari trg pri Ložu, Kindergarten Polhek 4. Parents receive concrete guidance to promote their child’s development in various areas of development. Why we decided to present 5. Answering parents’ questions about the child’s transition from • Because this is a rare practice. preschool to school. • Because parents have expressed satisfaction with this way of providing information. Frequency • Because the cooperation between school and preschool is Once a year important for the successful inclusion of a child in school. Time period of implementation Purpose February 1. Introduce parents to the essential characteristics of a 5-6 years old child by areas – what he/she is already capable of and how they can promote his/her development at home. Duration of implementation 1 hour 2. Provide parents with all the necessary information about the child’s enrolment in school and how they can prepare the child to enter school. From – to 17.00–18.00 Initiator of the activity School counsellor — 48 — — 49 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Persons who are involved in organisation, planning and implementation An anecdote/statement of a child, a parent, confirming the of the activity and their tasks reasonableness of the activity • School counsellor (sends an invitation to parents, plans a meeting “We should have heard that years ago.” - via Zoom or live, participates in PPT presentation, answers parents’ questions) “We should hear that many times.” • Preschool counsellor (participates in the PPT presentation, Parents also thank us via email after the meeting for useful information. answers parents’ questions) • Headmaster (answers parents’ questions) Recommendations Planning a meeting is easier when preschool and primary school are next to each other or in the same building. Target groups Parents of future first graders The activity is described by Nataša Lavrič, preschool counsellor Methods and forms of work • Projector (if the meeting is live) and whiteboard • Computer • PPT presentation with key information Methods and forms of work • Lecture to the whole group (parents) • Conversation with the whole group (parents) Steps before implementation (planning) Preschool and school counsellor meeting before the parents’ meeting (preparation of the PPT presentation, division of tasks, agreement on the date, organisation and implementation of the meeting) Steps of implementation into practice Inclusion of a joint parent meeting for parents of future first-graders in the annual work plan of the preschool counselling service and the school counselling service — 50 — — 51 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.1.3.4. Primary school from Croatia Goals Teachers and parents should guide children to increase ability to self-regulate; adoption of cultural habits; developing of social skills Title of activity (listening, asking and answering questions following instructions; Incentive parenting every children gets to know the way from home to school; knowledge of school premises; they established a relationship with the teacher and friends from the future class department; empowering parents Name of institution through topics related to upbringing and education; to educate parents Primary school „Braća Bobetko“ Sisak that through simple things in their lives they can equip their children with new knowledge; meeting teachers and creating relationships with them. Why we decided to present We realised we have non-regular attendance and justification of absence so we need to improve the quality of cooperation with parents. Frequency We ask ourselves how to help parents to help their children. From April to June (15 workshops) two times a week Purpose Time period of implementation • Teacher empowering and supporting parents of preschool At the end of the school year or at the beginning of the school year children in creating and stimulating home surroundings. • Impact on development of the child, his/her coping in the school Duration of implementation environment and successful continuing education. 90–120 minutes Main purposes: • Children are familiar with the rules of the school From – to • and the way you carry and store personal belongings and In the middle of the day, after our lessons accessories; all this results in an increase in self-confidence and motivation to start first grade; we improve mutual understanding and respect; Initiator of the activity • we create trust and increase parents’ self-confidence and Teachers in class awareness of their role in upbringing and education of the child. Persons who are involved in organisation, planning and implementation of the activity and their tasks Teachers of lower grades — 52 — — 53 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Target groups Steps of implementation into practice Children starting first grade and their parents Planning workshops (structure): • Warming up – games are served to create an atmosphere Materials needed for implementation Didactic and pictorial material, picture books, writing and drawing • Exchange of experiences – using activities from the previous accessories workshop • Educational topic – we try to make parents aware that they have parenting skills and to encourage them to jointly decide which Methods and forms of work are the most appropriate methods in the education of their Individual, pair and group work children • Pre-reading and pre-math skills – through various games and Steps before implementation (planning) activities, we encourage parents to create an environment at home Before organising workshops, it was very important to us to find out which topics about raising children interest parents; acquisition of • Evaluation – in this part, parents and children had the opportunity pre-mathematical and pre-reading skills in children; family rights and to express their satisfaction by leading and working in workshops. obligations; adult learning. We conclude that they were honest in the evaluation because parents regularly come and cooperate with pleasure. Organisation: • Break – break was significant for establishing a positive • space and time of workshop relationship and exchanging seemingly incidental information that was very important for us to get a first picture of the families • ways to invite parents (invitation layout, sending) we work with. Technical support in work: An anecdote/statement of a child, a parent, confirming the • the city of Sisak (didactic and pictorial material, picture books, reasonableness of the activity writing and drawing accessories, drinks, sweets…) • When we started, we were insecure, and now our self-confidence • principal, secretary, school cleaner and janitor has increased. (parent) • the day of visiting the settlement and children’s homes • Workshops were useful and different. My child will learn more • schedule of workshops than in my time. (parent) • parents come to workshops with children • I can’t wait Tuesday because we learn something new , play and eat sweets. (child) • to invite to workshops parents who do not live in Roma settlement • during the first part of the workshop, parents work on topics related to education and upbringing; during the second part, parents work with their children — 54 — — 55 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Recommendations Examples of activities: Educational topics • parenting, development of self-esteem, positive discipline, development of desirable behaviours in children, emotions, parenting styles, going to school Pre-readers • learning the names of letters using the names of family members, the game of finding the same letters in space, reading and pronouncing letters correctly, acting out stories they heard etc. Pre-mathematical • counting objects up to 10, forming groups up to 10 objects, grouping objects (by colour, shape), shapes, number recognition, adding number 1, mathematical puzzles The activity is described by Refika Omerćehaić, class teacher Svjetlana Balen, English teacher — 56 — — 57 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.1.3.5. Primary school from Latvia Frequency Twice every year Title of activity Meeting of a 1st grade teacher to a child and his/her parent(-s) Time period of implementation At the end of August, before entering the 1st grade Name of institution Valmiera 5th Secondary School Duration of implementation 30 minutes Why we decided to present It is a very effective practice. From – to Parents agree with the teacher on the time of the meeting. Purpose Get to know each other. Initiator of the activity The meeting is set by the school management. Goals For parent and child: Persons who are involved in organisation, planning and implementation of the activity and their tasks • to get to know the class teacher • Class teacher – schedule appointments with all parents. • to get to know the school and classroom • Parents – At the June meeting, parents choose one of the • to discuss different questions proposed dates and times for the August meeting. By the beginning of August, parents must submit to the school the For the class teacher: child’s medical card and a certificate issued by the preschool on • to get to know the parents and the child the acquisition of the pre-school education program as well as description of the assessment from preschool. • to discuss the assessment from preschool* • Parents and a child – come to the August meeting • to discuss different questions * Preschool teachers prepare – a description of the assessment of the Target groups child’s educational performance, assessing each skill in 7 areas (science, • Preschool children before entering school arts, mathematics, social and civic, technology, language, health and • Parents physical development) with one of four letters/levels: S – started to learn; T – continues to master; A – mastered; P – mastered in depth. — 58 — — 59 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Materials needed for implementation An anecdote/statement of a child, a parent, confirming the • The description of the assessment of the child’s educational reasonableness of the activity performance from preschool – if parents are willing to share. • “Thank you for answering my questions. Now everything is • Some game or task to unobtrusively find out a child’s knowledge easier for me to understand.” (quote from a parent) and skills during the conversation. Children quotes: • “I love my class!” Methods and forms of work Conversation. Questions and answers. • “I can’t wait for the first day of school!” • “I like that I will have a place for my belongings just like in kindergarten.” Steps before implementation (planning) • An appointment between the teacher and the parents. Recommendations • Read the description of the assessment from preschool of the child. Carefully read the description of the assessment from preschool. • Find a game or prepare tasks to find out a child’s knowledge and Prepared tasks for a child should not be too complicated and somehow skills. individualised (choose adequate tasks, depending on the child’s • Prepare a class for the parents and children. feedback). • Arrange tables for your conversation with the child and parents. • Prepare a small gift (bookmark, candy, etc.). The activity is described by • Prepare a game (puzzle) or colouring exercise to keep the child Primary school teacher Līga Veikšāne busy while talking to parents. Steps of implementation into practice At the meeting the teacher first get to know the child better. Teacher asks a child to introduce him/herself, tell more about his/her home, interests and other topics that child feels comfortable to talk about. After this introduction the teacher encourages the child to for example write his/her name on the board, count, read a sentence etc. (assessment of child’s knowledge and skills). Afterwards the teacher discusses with parents about the child and his/her characteristics, impression about the preschool and transition period, his/her health and more about the whole family as well as encourages parents to ask and answer any questions they may have. — 60 — — 61 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.1.3.6. Primary school from Slovenia Goals 1. Children get to know their future school teachers. Title of activity 2. They get to know the school premises (classrooms, library, gym…). School teachers conduct activities in preschool 3. They get acquainted with a foreign language in an age-appropriate way. Name of institution 4. They get to know science through different methods of work. OŠ heroja Janeza Hribarja Stari trg pri Ložu 5. They get to know new forms of work through ICT technology. 6. They get to know sports activities in the school gym and outdoors, new, unknown sports equipment, and others. Why we decided to present It is a very effective practice, important for children and their parents. Children get to know the world of nature, movement, foreign language Frequency and literature from some other, different perspective through activities. • English lessons: once a week, in 5-6 age group They get to know the school teachers, the school premises, thus integration into school for them is easier and friendlier. • Science workshops: once a week, in 2nd age groups • Sports lessons: once a week, in 4-5 and 5-6 age groups Purpose • Fairy-tale hours: once or twice a year, in 2nd age groups Teaching English, science and sport in the kindergarten as part of additional activities. These are free of charge and thus accessible to all children. They are carried out in the morning making it easier for parents to organize their free time. — 62 — — 63 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Time period of implementation Persons, who are involved in organisation, planning and implementation October to April of the activity and their tasks • Sport teacher, science teacher, English teacher and librarian - providers of activities, Duration of implementation • Preschool teachers and assistant teachers - help with activities Depending on children’s interest • Management - coordination, provision of space, care for information transfer, support From – to • English corner in the playroom: 9.00 – 9.30 Target groups • Sports activities: 9.30 – 10.15 2nd age group children • Science activities: 9.00 – 9.45 • Fairy-tale hours 8.30 – 9.15 Materials needed for implementation • Sports accessories (beams, benches, cushions, various balls, Initiator of the activity basketball hoops, soccer goals…) Management of a preschool • teaching aids for science (microscope, magnifiers, beakers, test tubes, skeleton model, scales, measuring instruments…) • interactive whiteboard • large selection of books Methods and forms of work • English lessons: work in the language corner with a group of children in 5-6 age group. There are maximum of 5 children. Learning takes place through play. • Science lessons: conducting experiments for an individual group of children in the science classroom at school, in the playroom, or outdoors. • Sports lessons: performing sports activities, exercises stations, polygons in the school gym or school playground for the whole group. • Fairy tale lessons: presentation of literary content in an interesting and original way in the school library for the whole group. — 64 — — 65 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Steps before implementation (planning) 1. Selection of teachers who will carry out activities in the kindergarten. 2. Agreement on when, where and who for the activity will take place. 3. Brief presentation of the program to kindergarten teachers. 4. Coordinating the program with the curriculum. 5. Planning of the timetable. Steps of implementation into practice 1. Introducing the teacher to the children in the group. 2. Presentation of activities to children. 3. Preparation of place and accessories. 4. Working with children. An anecdote/statement of a child, a parent, confirming the reasonableness of the activity Quotes from children: • “I can’t wait for English!” • “We also do experiments like my brother, who already goes to school.” Recommendations It is easier to carry out activities in kindergartens that operate within the primary school. The activity is described by Tatjana Leskovec — 66 — — 67 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.2. Pedagogical continuity If we strive to implement child-centred practice, then this means that it is presented in both environments: • The space is organised into activity centres. • The learning process is carried out in different activity centres at 4.2.1. More about the pedagogical continuity the same time. • In the classroom, there are posters, photographs, materials, toys Pedagogical continuity refers to pedagogical aspects that facilitate and books that represent the diverse and multiple identities of children’s transitions from ECEC to primary school, including curricula children in the class in ways that do not show stereotypes. and pedagogical approaches, learning standards and development goals and structural aspects that affect children’s daily ECEC and school • Children are included in the process: talk with them about what experiences (OECD, 2017).10 they already know about the certain topic, what they want to know about the topic and at the end of the process what they have learnt. Pedagogical continuity includes the unified pedagogical practice or • The learning process is organised in a way that children work pedagogical approaches of the preschool teacher in classes with individually, in pairs, in small groups and in a large group. children before entering and the pedagogical practice/approaches of the school teacher in the classes with first graders. In this context, • During the learning process, children are able to research and we have in mind how the preschool and the school teacher establish experiment. interaction with children, how they encourage interaction between • There are routines and procedures such as morning circle, children, how the preschool or school teachers provide a stimulating inviting for everyone and fosters a sense of belonging. learning environment (both physical and psychological), what teaching • Active learning is ensured. strategies they use, how they ensure inclusion in the department or class, etc. Of course, the pedagogical approaches of preschool teachers • Ensuring democratic processes in the class (children are involved in and school teachers are not identical, as they have children of different decision making, children are involved in creating classroom rules…). ages in front of them, but they are expected to be as unified as possible. • Collaboration with parents in the way that they are treated as partners. In doing so, the impact of preschool on school is supposed to occur and not the other way around! • Assessment and planning the development of each child through children’s portfolios, etc. • Didactic material and toys are freely available for children to use (materials and toys are within reach of the child’s hands and he/ she can take them himself/herself). • In the classroom, there is unstructured material available for children. • Children’s products and other materials are exhibited on the walls at the children’s eye level. • The duration of the learning process is not defined by the school bell. • The structure of the day in preschool is similar to the structure 10 OECD (2017). Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education, Starting Strong. OECD Publishing: Pariz. https://doi.org/10.1787/9789264276253-en of the day in school. — 68 — — 69 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.2.2. An insight into the current situation in the There is a quiet area in the classroom for children to isolate from the practice at the level of pedagogical continuity group if needed or to have a rest when they are tired. PRESCHOOL TEACHERS SCHOOL TEACHERS In the table below, we present some results of our research related to pedagogical continuity. 89 % SLO 77 % 95 % CRO 62 % 83 % LV 46 % Practices presented in the class EVERY DAY 100 % 0 % 0 % 100 % The learning process is carried out in different activity centres at the same time. Didactic material and toys are freely available for children to use (materials and toys are within reach of the child’s hands and he/she PRESCHOOL TEACHERS SCHOOL TEACHERS can take them himself/herself). 86 % SLO 36 % 92 % CRO 21 % PRESCHOOL TEACHERS SCHOOL TEACHERS 100 % SLO 89 % 91 % LV 18 % 97 % CRO 74 % 100 % 0 % 0 % 100 % 97 % LV 85 % There are at least three activity centres available. 100 % 0 % 0 % 100 % PRESCHOOL TEACHERS SCHOOL TEACHERS In the classroom, there is unstructured material available for children. 95 % SLO 60 % 95 % CRO 26 % PRESCHOOL TEACHERS SCHOOL TEACHERS 82 % SLO 66 % 93 % LV 14 % 94 % CRO 47 % 100 % 0 % 0 % 100 % 96 % LV 49 % 100 % 0 % 0 % 100 % — 70 — — 71 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES The learning process is organised in a way that children work The beginning of the day is dedicated to conversation with children individually, in pairs, in small groups and in a large group. about their thoughts and impressions they want to share with others. PRESCHOOL TEACHERS SCHOOL TEACHERS PRESCHOOL TEACHERS SCHOOL TEACHERS 86 % SLO 72 % 75 % SLO 68 % 87 % CRO 65 % 80 % CRO 67 % 94 % LV 60 % 92 % LV 56 % 100 % 0 % 0 % 100 % 100 % 0 % 0 % 100 % During the learning process, I also enable children to research and I plan and conduct activities which are aimed at children’s cooperation experiment. and care for each other. PRESCHOOL TEACHERS SCHOOL TEACHERS PRESCHOOL TEACHERS SCHOOL TEACHERS 63 % SLO 30 % 86 % SLO 83 % 83 % CRO 37 % 94 % CRO 81 % 54 % LV 28 % 84 % LV 72 % 100 % 0 % 0 % 100 % 100 % 0 % 0 % 100 % I encourage children to support each other as critical friends (follow I respond to children with a hug, I hold their hands, take them in my and direct their work and behaviour if needed). lap, etc., when they express any need to be comforted, at arrival/ departure... PRESCHOOL TEACHERS SCHOOL TEACHERS 70 % SLO 45 % PRESCHOOL TEACHERS SCHOOL TEACHERS 100 % SLO 79 % 89 % CRO 90 % 99 % CRO 79 % 89 % LV 74 % 100 % 0 % 0 % 100 % 96 % LV 76 % 100 % 0 % 0 % 100 % — 72 — — 73 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Below are some comments that refer to the items in the table above Think about professional continuity in your country/at the level of and that show the differences in the pedagogical practice of preschools your institution/your practice: and schools. Some of these differences are also due to different country contexts. • Do I know what the pedagogical practice looks like in the preschool from which the children come to our school/in the The difference between preschool and school teachers regarding this school where the children from our preschool enrol? practice shows the differences in the understanding of children’s needs • How is this practice similar to my practice? for closeness, comfort and safety from preschool and school teachers. • What is the difference? In Croatia, preschool and school teachers provide the most possibilities • What do I need to change in my work to make pedagogical to explore and experiment. At the same time, the biggest difference approaches more coherent regarding interaction, strategies, between these two environments is also observed in the same country. learning environment, etc.? With the aim of ensuring quality pedagogical practice and a smooth transition in preschool and school, it is important to provide children • In doing so, how can I ensure that the impact of preschool on with many opportunities to explore and experiment in both settings. school is going to happen and not the other way around, etc.? The very low use of activity centres in Croatian and Latvian primary schools can be explained by the fact that the establishment of activity centres in the learning environment of preschool is a recommendation of the State Guidelines of preschool education, but in relation to the school environment, there is no such regulation. Therefore, the school classroom environment is most often arranged according to the teacher’s traditional frontal teaching style. — 74 — — 75 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.2.3. Examples of good practice regarding Frequency pedagogical continuity Daily Time period of implementation Daily in morning term after breakfast 4.2.3.1. Preschool from Croatia Duration of implementation Title of activity 15–20 minutes Morning circle From – to Name of institution After breakfast – around 9.00–9.20 Kindergarten Sisak Novi, Sisak Initiator of the activity Why we decided to present Preschool teacher Because it is very effective practice. Purpose The morning circle gives children a sense of security, the opportunity for everyone to be seen, heard and greeted. It also strengthens the sense of belonging to the group. Goals 1. Building group cohesion 2. Developing of self-regulation and independence 3. Managing feelings, developing empathy 4. Developing learning skills (concentrating, looking, listening, speaking, thinking) — 76 — — 77 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Persons who are involved in organisation, planning and implementation An anecdote/statement of a child, a parent, confirming the of the activity and their tasks reasonableness of the activity Preschool teacher (decides about a topic and prepares materials for the activities) • “For me, the circle is great because we agree to use nice words.” Lamija, 6 years Target groups • “In our circle, we have a council where we discuss a problem and solve it together.” Mila, 6 years Preschool children (same educational group) Recommendations Materials needed for implementation To create a routine, it is good to start performing the morning circle Secret bags or boxes, toys, costumes, short stories, poems, songs, from an early age (children of age 2-3). This can be done by simply weather chart, “days of the week” poster forming a circle, performing a short group song and greeting each other. Methods and forms of work If done on a regular basis and followed later in school, it can provide less insecurity and stress during the transition. • Discussion with the whole group of children • Individual demonstration The activity is described by Tihana Barać, preschool teacher Steps before implementation (planning) Marija Šćetko, preschool counsellor 1) Making decision about the topic 2) Preparing physical environment (space) and materials Steps of implementation into practice 1) Announcing the beginning of the morning circle with a special word. 2) Beginning with a group dance with singing that is performed in a circle (as a part of a group ritual). After the dance, everybody sits. 3) Morning greeting (can be accomplished through pairing verbal greeting with specified movement – wave, handshake, friendly touch or by passing an object). 4) Sharing – talking about the past day, weekend with family, feelings that make us happy or sad… 5) Group activity – aimed at getting academic skills, talking about a problem… 6) News and announcements – announcement of the content that will be covered that day. — 78 — — 79 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.2.3.2. Preschool from Latvia Duration of implementation Depends on the child’s ability to evaluate himself/herself. The self-assessment process involves discussion with the teacher, why the child Title of activity gave the specific rating to his/her work. Children’s self-assessment in preschool From – to Name of institution During the learning process Valmieras PII “Ezītis” Initiator of the activity Why we decided to present Preschool teacher It is a rare practice. Persons who are involved in organisation, planning and implementation Purpose of the activity and their tasks Children’s self-assessment experience helps to develop a positive • Preschool teacher (planning, organising, implementing) attitude towards the learning process, which will be useful in the transition process and helps the child to better prepare for self- • Preschool teacher’s assistant (helps to organise and implement) assessment at school, thus ensuring continuity. Target groups Goals Preschool children • Child’s ability to talk about his/her learning process. • Child’s ability to compare their own works and see the growth. Materials needed for implementation • Not to be afraid to make mistakes and see it as part of learning • 3 buckets with rating stickers • laminated children name cards Frequency At the end of a covered topic or activity Methods and forms of work Self-assessment, individual discussion Time period of implementation Throughout the school year Steps before implementation (planning) • Determine the result to be achieved in the learning process. • Set evaluation criteria that are understandable to the child. — 80 — — 81 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Steps of implementation into practice • Introduce children to the result of the learning activity and with evaluation criteria, as well as once again discuss the meaning of each rating sticker. • After the work is done, the child self-evaluates the result – put his/her name card in the appropriate bucket and then discuss it with the teacher. An anecdote/statement of a child, a parent, confirming the reasonableness of the activity • It’s so hard to do well, but I try! • Yes, I see that I used to paint over the edges before, but now I have painted more carefully! Recommendations Continue self-assessment at school. The activity is described by Preschool teacher Evita Vēvere — 82 — — 83 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.2.3.3. Preschool from Slovenia Frequency Every day Title of activity Activity centres of the preschool in the department with preschool Time period of implementation children During the school year Name of institution Duration of implementation Primary School heroja Janeza Hribarja Stari trg pri Ložu, Kindergarten One school year Polhek From – to Why we decided to present Whole day It is the way of our daily work, and we believe it is a good method of educational work with children; it is modern and encouraging of children’s desire for learning throughout life. Initiator of the activity Preschool teacher, assistant teacher Purpose Working in activity centres allows for individualization and is entirely Persons who are involved in organisation, planning and implementation child-oriented. With active involvement in the activities, the child of the activity and their tasks develops at his/her own pace. Interactions between children and Preschool teacher, assistant teacher adults are encouraged, which contribute to the development of quality interpersonal relationships. Children have a choice, followed by independence and responsibility. It offers learning opportunities and Target groups acquisition of knowledge important for life and the development of skills. All children in the group Goals Materials needed for implementation • Learning through play, learning from personal experience. Didactic and pictorial material, furniture • Providing developmentally appropriate learning opportunities for every child – enabling individualization. Methods and forms of work • Encouraging children’s activities, cooperation between children, creativity, independence, research, problem solving. • Methods: games, conversations, demonstrations, analysis, research, observation, listening, storytelling… • Active learning in small groups. • Individual, pair-work, group-work — 84 — — 85 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Steps before implementation (planning) ACTIVITY CENTRE A (LIBRARY) • Observing children Number of children: 6 • Analysis • Activity planning Goals: • Organisation of space • the child learns the role of librarian and library member; • Preparation and production of material • takes on the role of an adult; • learns etiquette in the library; Steps of implementation into practice • develops communication skills; • Activity centres planning and arranging • experiences joy, comfort, fun with the book; • Preparation of aids, teaching aids, didactic and pictorial material • gets to know the book as a source of information; • Activities implementation • develops imagination; • Ways of observing, progress monitoring, feedback • develops pre-reading and pre-writing skills; • Evaluation • learns to narrate independently. • Presentation of activity centres. Methods: text-task, role play, conversation, listening • Division into groups according to the initial sound of the child’s name (the educator pronounces the sound M and Matias, Forms: work in pairs, individual Manja… are assigned to the activity centre). In the next choice of corners, the teacher makes sure that other children try the Didactic tools: books (educational, cardboard, fairy tales, poetry, for the activities first. youngest children, magazines), glasses, necklace, slippers, computer, pointers, seat cushions, cards, phone, notebook, pens, crayons, posters, rules of conduct, schedule The corner is divided into two parts, namely the reading room, with magazines, mazes, crossword puzzles and the like, and the part with books. The children share the roles. The librarian puts on glasses if necessary and gets dressed accordingly. Their task is to copy the name of the member from the card into a notebook and offer advice in choosing books. The lender browses through the books and shows them to the librarian. he/she writes down the number of borrowed books next to the name. The librarian organises the reading minutes. he/she tells stories with illustrations in a book or by heart. The listening is followed by re-creation. — 86 — — 87 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ACTIVITY CENTRE B (CREATIVE CORNER) ACTIVITY CENTRE C (OFFICE) Number of children: 4 Number of children: 4 Goals: Goals: • the child learns about the process of making a book; • developing finger skills, fine motor skills; • develops finger skills, fine motor skills; • developing accuracy and perseverance. • seeks solutions; Methods: observation, demonstration • develops the ability of imagination. Forms: individual Methods: video work, observation, brainstorming, work evaluation Material: tweezers, pom pom balls, elastics, nail plate, letter templates, Forms: individual patterns, kinetic sand, buttons of different colours and sizes, worksheets, bracelets with bowls, music, headphones Material: computer, different types of paper, glue, adhesive tape, stapler, scissors, paper cutter, magazines, stickers Children can choose from a variety of activities. With tweezers, they insert the pom pom balls into the openings. They pick up the buttons Source: https://www.youtube.com/watch?v=4XxCneGvmo0 from the kinetic sand with tweezers and sort them into containers according to size. They form patterns with elastics on the nail plate. The children watch a clip showing a handmade book. Then they We tie empty containers to the child’s wrist with both hands. The think about the ways of making a book from the material available in children pick up the buttons from the plate once with their left hand preschool. They make a book on their own, asking their peers for help and once with their right hand and sort them into containers attached if necessary. They make up a story and illustrate it. They present their to their hands. They must be careful not to scatter the buttons. They products. draw different patterns in the notebook from straight, curved, oblique, vertically closed, non-closed and other lines. While working, they listen to music or stories of their choice. — 88 — — 89 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ACTIVITY CENTRE D (BOARD GAMES) An anecdote/statement of a child, a parent, confirming the Number of children: 4 reasonableness of the activity The boy plays in the “library” activity centre. When the preschool Goals: teacher approaches him and tells him that she would like to borrow a book, the boy picks up glasses without glass (glasses for playing), • the child recognizes the initial sound in the word; “wipes” them in a T-shirt and puts them on. Then he starts looking for • develops language at all language levels (from phonetic and a book on the shelf. morphological to syntactic and semantic). Recommendations Methods: explanation, work with thumbnails Replacement of corners when needed. Estimated time of play in the corner is 20-30 minutes. When a child completes an activity, they can Forms: individual go to another corner where there is a vacancy. Material: memory game The same activities remain in the corners until all children try them, as long as the interest lasts; there is the possibility of complementing/ Before the memory game, we perform a brain exercise and count-changing the activities according to the needs of the individual. appoint the child to start the game. They play a memory game. They say the opening sound of the word next to each picture. When they find a matching pair, in addition to the opening sound they form a The activity is described by meaningful sentence. Valerija Škrbec Teachers help children all the time. Longer presence and assistance are expected to be needed in corners B and D. — 90 — — 91 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.2.3.4. Primary school from Croatia Purpose • For example: Main purpose is to support each child to establish membership in the class while developing a classroom community Title of activity and culture. Morning circle • It also provides a routine that positively impacts the development of self-regulation and contributes to independence and a sense Name of institution of security in the classroom. Primary school „Braća Bobetko“ Sisak • The circle routine is especially important for children with special needs and it is an essential part of their upbringing. Why we decided to present Because it is very effective practice Goals The morning circle takes place in the same way every day, with the same sequence of events: 1. We all sit in a circle together and the teacher starts with the activities he/she will present below. 2. Greeting – Children greet each other. This step is important for establishing social contact. 3. Calendar – put today’s date, day of the week and the weather on the class calendar. 4. Announcement of activities for this day – we make a deal on a schedule for the whole day. This way the children get a sense of security and live the day more peacefully because they know what is coming next. 5. Song – for a pleasant end to the morning circle, we sing the song “Real friendship”. Frequency Daily Time period of implementation First school hour — 92 — — 93 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Duration of implementation Steps of implementation into practice 10–15 minutes 1. Morning greeting – opportunity to learn names and pronounce them correctly, build verbal and nonverbal communication skills, respect each other (can be accomplished through pairing verbal From – to greeting with specified movement – wave, handshake, friendly 7.50–8.05 touch, etc. or by passing an object) 2. Sharing – opportunity to learn more about each other, to Initiator of the activity develop empathy, to practice waiting your turn, to practice verbal presentation School teacher 3. Group activity – can contribute to the building of academic skills, serve as an easy transition to the content that will be covered Persons who are involved in organisation, planning and implementation that day or be a relaxing activity to move away from difficult of the activity and their tasks topics (can be accomplished through School teacher 4. News and announcements – announcement of the topic to be dealt with Target groups Children from one class An anecdote/statement of a child, a parent, confirming the reasonableness of the activity • Reading and writing skills are not the most important, they are Materials needed for implementation usually adopted very quickly by children. It is more important to Grade calendar adapt, to be disciplined, ready to cooperate with respect for the people around you, and this is achieved in the classroom of my child in the morning circle. (parent) Methods and forms of work • The kids really enjoy the Morning circle and they don’t want to • Discussion with the whole group of children miss it. • Individual demonstration • “Teacher, I will never forget our morning circle! That was the • In pairs most beautiful thing for me at school! ” (child) Steps before implementation (planning) Recommendations 1. Decision making about the theme, components, physical To follow the steps of the morning circle and make it a practice environment 2. Preparing equipment and materials The activity is described by Refika Omerćehaić, class teacher Svjetlana Balen, English teacher — 94 — — 95 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.2.3.5. Primary school from Latvia From – to During the learning process Title of activity Child’s self-assessment Initiator of the activity Subject teacher Name of institution Valmiera 5th Secondary School Persons who are involved in organisation, planning and implementation of the activity and their tasks Subject teacher: Why we decided to present • Nominate the knowledge and skills to be acquired during the It is a very rare practice. lesson/activity. • Prepare tasks that will help to acquire new knowledge and skills. Purpose • Prepare self-assessment for students. Self-assessment of acquired skills and/or knowledge at the end of the lesson/activity Children: • Get acquainted with the knowledge and skills to be acquired Goals during the lesson/activity. • To identify the aim of the lesson/activity – result to be achieved • Complete tasks that help to acquire new knowledge and skills. (at the beginning). • Performs a self-assessment. • To self-assess the knowledge and skills acquired during the lesson/activity (at the end). Parents: • Gets acquainted with the child’s self-assessment and can see the Frequency child’s knowledge and skills in a specific area. At the end of a covered topic Target groups Time period of implementation Primary school teachers Throughout the school year Materials needed for implementation Duration of implementation • Teaching materials required for the lesson The assessment itself takes about 5 minutes; more for project/group/ • Hand-out with self-assessment pair work assessment. It depends on the result to be achieved. — 96 — — 97 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Methods and forms of work Recommendations Methods and forms of work depend on the goal to be achieved in the • To make transition process smoother, it is very important to build lesson/activity and the skills and knowledge to be acquired. on self-assessment skills that children have already acquired in pre-school, using techniques and criteria already familiar to children. Steps before implementation (planning) • Nominate the knowledge and skills to be acquired during the • The teacher can collect self-assessments to see what children lesson/activity. already can do and know, and what they need to work on. It also • Prepare tasks that will help to acquire new knowledge and skills. helps to track the adequacy of self-assessments. • Prepare self-assessment for students. • And, also, it is very important to discuss assessments with children – why they assessed their work in that particular way, what made them think so, etc.? Steps of implementation into practice • Introduce students to the result to be achieved of the lesson/ activity. The activity is described by • Introduce students to the tasks to be done in the lesson. Primary school teacher Līga Veikšāne • Observe and guide students during the learning process. Help and explain if necessary. • Discuss the importance of self-assessment and criteria. • To hand out the self-assessment. S T A P • Discuss the results of the self-assessment. started to learn continue to mastered in learn mastered depth An anecdote/statement of a child, a parent, confirming the I can determine even reasonableness of the activity and odd numbers. Children’s most frequent assessments: • “I already know it very well./I already understand it./I already I can name two-digit can do it.” numbers. • “I still have to learn it.” I know the order of • “I have to be more careful…” numbers up to 100. • “Next time I will do it differently./Next time I’ll try to do it better.” — 98 — — 99 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.2.3.6. Primary school from Slovenia Title of activity Activities centres and lesson organisation in the first grade Name of institution Primary School heroja Janeza Hribarja Stari trg pri Ložu Why we decided to present • It is a very effective practice. • Thus, pupils acquire new knowledge faster and in depth and consolidate learnt knowledge. Frequency • It encourages mutual help and cooperation. Several times a year Purpose Time period of implementation Organization of lessons in the activities centres encourages the Whole school year acquisition of new knowledge and its consolidation. It offers a pupil the possibility of participation as well as retreat. The given material is available for use for a longer period of time; pupils use it in accordance Duration of implementation to their own interests and as a means for meeting the learning goals. A school year Working in small groups is efficient, it requires more active pupil participation and promotes mutual help and cooperation. From – to All morning or individual lessons Goals • They enable the organisation of learner-focused lessons. Initiator of the activity • They promote action, initiative, autonomy, constructivist Teacher in class approach, cooperation, responsibility, success. • They enable active learning. Persons who are involved in organisation, planning and implementation of the activity and their tasks Teachers in the first grade — 100 — — 101 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Target groups An anecdote/statement of a child, a parent, confirming the First grade pupils reasonableness of the activity After the children worked in activity centres we asked them what they learnt that day. One of the boys said: “We weren’t learning at all today, Materials needed for implementation we were just playing. It was such a fun.” Didactic and pictorial material Recommendations Methods and forms of work The place must be organised according to a clearly defined purpose and Individual, pair and group work content of the lesson or topic. All activities must be linked and designed according to the objectives of the curriculum and in accordance with pupils’ abilities and needs. Steps before implementation (planning) • Organisation of classroom The borders between the corners must be clear and the materials • Planning of activity arranged according to the skill that pupils are acquiring or practising. The rules in each corner should be clearly presented (in pictures) and • Preparation and making of material should not change. To be concrete: Some activities centres in the classroom are permanent, for example the maths (the themes are changed according to topics The activity is described by and revising). Some of the centres are added according to the themes Nataša Vesel Plos, Helena Novak Obreza and current activities (for example: human body, sense organs, the weather…) Sometimes, the work is organised according to learning abilities. In those cases, we leave the learning materials in the classroom for some time, so the students can use it whenever they wish. Steps of implementation into practice • Planning and arranging of the activities centres • Preparation of accessories, teaching aids, didactic and pictorial material • Implementation of activities • Observation methods, progress monitoring, feedback • Evaluation To be concrete: maths, literacy, creative, music and reading activity centre — 102 — — 103 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.3. Professional continuity If we try to look at all this in a more concrete way, professional continuity can be provided: • if there is a unified formal education of preschool and school teachers • by implementing further training programs for both target 4.3.1. More about the professional continuity groups at the same time (So if preschool and school teachers participate in joint trainings on certain topics regarding ensuring Professional continuity is the preparedness of the preschool staff and smooth transition at the same time) primary school teachers to facilitate children’s transition to primary • by employing a preschool teacher as the 2nd professional worker education. in the 1st grade (in order to ensure pedagogical continuity) if system (like in Slovenia) enables two professionals in the class It requires (that): • with the cyclical transfer of ECEC professionals from preschool to • staff and teachers receive adequate pre-service and in-service primary school if the system (like in Slovenia) enables preschool training (aligning the level and bridge the content of pre-service teachers to be ‘in transit’ between preschool and school – this training, more and relevant transition-specific training, joint means that preschool teacher with preschool children goes to education of educators and teachers, interinstitutional learning the 1st grade, is there for one year and then returns to preschool communities (educators, teachers, counsellors), etc.) • by forming inter-institutional learning communities that are for joint professional meetings of preschool and school teachers • support from the structural and procedural environment in which and educators in order to reflect their own pedagogical practice the professionals operate (comparable working environment, and to develop common understanding of what is important in salary and work benefits and the degree to which levels of status this period, etc. and recognition vary between preschool and primary school professionals, legal provisions for the exchange of information, time and physical conditions to co-operate, etc.). Professional continuity can be seen as a facilitating factor or even precondition for ensuring continuity of pedagogical and developmental practices (OECD, 2017).11 11 OECD (2017). Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education, Starting Strong. OECD Publishing: Paris. https://doi.org/10.1787/9789264276253-en — 104 — — 105 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.3.2. An insight into the current situation in the We asked preschool and school teachers if they have observed the practice at the level of professional continuity practice in preschool/primary school in the past school year. As can be seen from the table below, only a third or even less We asked preschool teachers if they have participated in joint trainings professionals observed the practice in the class of another institution. for preschool and primary school teachers in the last 5 years. However, it should be emphasised that the percentage would be lower if only those visits were made that were intended exclusively for this As can be seen from the table below, quite a few of them stated purpose. Most of them stated that it was a one-time event and most that they participated in such trainings, but it should be noted that often as part of a teacher’s visit with preschool children and vice versa. in Slovenia and Latvia, most of these teachers state that they have attended such trainings less than once a year in the last five years, while most teachers from Croatia stated that they have attended such trainings more than once a year. It is also important to emphasise that from participants’ answers and the content of trainings that they attended, it was not possible to identify if the content of trainings refers to ensuring smooth transition. Did you observe the practice in preschool/primary school in the past In this context, the interpretation of these numbers is quite impossible. school year? PRESCHOOL TEACHERS SCHOOL TEACHERS Preschool teachers 21 % SLO 24 % Participation in joint trainings for preschool and primary school 10 % CRO 12 % teachers in the last 5 years 29 % LV 33 % 100 % 0 % 0 % 100 % SLO CRO LV 53 % 42 % 75 % — 106 — — 107 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES We asked school teachers if they have participated in the past school We asked Slovenian preschool teachers if they have experience of year in meetings with preschool teachers with the aim of unifying cyclical transition, i.e. that together with preschool children from their educational approaches in preschool and primary school. department they pass from preschool to school, are employed at the school for one year and then return to preschool? As can be seen from the table below, there are some school teachers at the level of all three countries that participated in meetings with As can be seen from the table below, only 2% of educators surveyed preschool teachers with the aim of unifying educational approaches said they had this experience, although the possibility of this is in preschool and primary school. Most of them who participated in systematically regulated at the state level. There is a legal basis for this such meetings stated that it was a one-time event, while most school and based on this the school may employ preschool teachers for one teachers who do not have such experience stated that the reason for year that have an employment relationship in a preschool. that is because it was not enabled/offered. Preschool teachers School teachers In the past school year 2018/19, did you participate in meetings with Do you have experience of YES preschool teachers with the aim of unifying educational approaches passing from preschool to in preschool and primary school? SLO school with your preschool children, being employed at the 2 % YES school for one year and then returning to preschool? SLO CRO LV 31 % 13 % 43 % — 108 — — 109 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES We asked Slovenian school teachers to indicate the education of the We asked preschool and school teachers if they would attend additional second professional in their class – we were interested in whether trainings on the topic of soft transition of preschool children to primary there is a preschool or school teacher in their class as a 2nd professional. school with the aim of ensuring better support for children in transition? According to the table below, in a little more than half of the cases (56%), As can be seen from the table below, about 70% of preschool and a school teacher is employed as a second professional in the 1st grade, school teachers from all three countries would attend additional while in 44% of cases, a preschool teacher is employed as a second training. Only the Latvian school teachers are not as interested in that. professional. This option, which is also provided at the state level in This is useful information for pre-service educational institutions and Slovenia in order to ensure pedagogical continuity, is often unrealized, in-service training providers. because it is much easier for management from an organisational point of view to employ a school teacher (in this case, it is easier to arrange replacement in case of sick leave, etc.). Would you attend additional trainings on the topic of soft transition School teachers of preschool children to primary school with the aim of ensuring better support for children in transition? Please indicate the education of the second professional in your class. PRESCHOOL TEACHERS SCHOOL TEACHERS 69 % SLO 80 % 56% 44% 85 % CRO 77 % School teacher SLO Preschool teacher 75 % LV 48 % as a second as a second professional in 100 % 0 % 0 % 100 % professional in the the 1st grade 1st grade YES YES — 110 — — 111 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES We asked preschool teachers whether, in their opinion, regular Think about professional continuity in your country/at the level of meetings with primary school teachers would contribute to reducing your institution/your practice: the differences in learning environments between preschool and primary school? We asked school teachers the same question. • Do I have information on joint training of educators and teachers? • How often do I attend them? • If there are no such trainings, to whom can I address the initiative? In your opinion, would regular meetings with preschool/school • Am I in contact with the preschool from whom I will get children teachers contribute to reducing the differences in learning in 1st grade next year?/Am I in contact with the school teacher to environments between preschool and primary school? whom children from my group will go next year? • How often do I observe practice in preschool?/How often do I PRESCHOOL TEACHERS SCHOOL TEACHERS observe practice in 1st grade? 60 % SLO 74 % • What follows after observation? 86 % CRO 73 % • What tools do I use to help myself with observation? 74 % LV 68 % • Do we have inter-institutional learning communities that are for 100 % 0 % 0 % 100 % joint professional meetings of preschool and school teachers in order to reflect on their own pedagogical practice and to develop YES YES common understanding of what is important in this period, etc.? If not, where can I get more info about that? • Who can take the initiative for this? — 112 — — 113 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.3.3. Examples of good practice regarding Goals professional continuity • To develop a common understanding among preschool and school professionals about stimulative learning environments • To discuss and improve the quality of teaching • To observe and reflect on videos that illustrate quality practice 4.3.3.1. Preschool from Croatia • To exchange examples of good practice • To find and develop new ways of achieving pedagogical and Title of activity developmental continuity Professional learning community (PLC) Frequency Name of institution Once a month Dječji vrtić Sisak Novi Time period of implementation Why we decided to present In the afternoon from 16.00 to 18.00 Because this is a very rare practice. Within our education system, there is a loose connection between preschool and school professionals. In Duration of implementation most cases, they rarely cooperate and even less often they have the opportunity to meet and learn together and from each other. One year Purpose From – to The purpose is to empower preschool and school professionals From October to May (preschool and school teachers and counsellors) to initiate change and improve the quality of work in institutions in the field of transition from Initiator of the activity preschool to school. School and preschool management — 114 — — 115 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Persons who are involved in organisation, planning and implementation Target groups of the activity and their tasks • Preschool teachers in the year before starting school • Preschool and school principal (they agree on mutual cooperation and participation in the PLC) • First grade teachers • Preschool counsellor (she invites and motivates preschool • Preschool and school counsellors teachers in the year before starting school to participate in PLC, participates in finding new ways of achieving pedagogical and Materials needed for implementation developmental continuity) • Computer • School counsellor (she invites and motivates school teachers of the fourth grade to participate in PLC, participates in finding new • Projector ways of achieving pedagogical and developmental continuity) • Action plan sheets • Preschool teacher (prepares the activities and didactic materials needed for the observation) Methods and forms of work • School teacher (prepares the activities and teaching aids and • Presentation didactic materials needed for the observation) • Observation • PLC facilitator (prepares meeting agendas, establishes a meeting schedule, facilitates the meetings) • Reflection • Discussion with the whole group Steps before implementation (planning) • Informing preschool and school practitioners about what the learning community is • Agreeing on the time and place of meetings • Agreeing on norms of behaviour • Selection of topics for quality improvement — 116 — — 117 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Steps of implementation into practice An anecdote/statement of a child, a parent, confirming the • Warming up activity reasonableness of the activity • Reflecting on carried out activities from the last meeting – with “Soon after the beginning of PLC, I thought – what did I need this for, the use of videos how am I going to do it and now towards the end I have completely changed my mind. I am glad that I got involved, I feel really good, I • Developing a common understanding of quality practice – learned a lot about myself and from others.” (Preschool teacher) discussion about one quality indicator based on the use of different materials and activities (joint reading of articles or chapters from professional literature, videos...) Recommendations • Planning the next steps – making individual action plans – Participation in the learning community should be voluntary because it planning which of the ideas discussed will be put into practice directly affects the motivation for doing all the work. by the next meeting • Closing the meeting – conclusion and evaluation The activity is described by Sandra Kramarić, preschool principal Marija Šćetko, preschool counsellor — 118 — — 119 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.3.3.2. Preschool from Latvia Frequency Once a year Title of activity Experience exchange meetings for pre-school teachers and 1st grade Time period of implementation teachers between one school and one preschool. March Name of institution Duration of implementation Valmieras PII “Ezītis” 2–3 hours Why we decided to present From – to Because it is very effective practice 9.00–12.00 Purpose Initiator of the activity Strengthening of the cooperation between preschool and school and Preschool head and deputy headmaster raising awareness of its importance for a smooth transition Persons who are involved in organisation, planning and implementation Goals of the activity and their tasks • Building a common understanding of the transition process • Preschool head and deputy headmaster – agree with the management of the particular school on a possible date and time • Mutual acquaintance between both institutions and with for the meeting. their practices through observations of the learning process in • Deputy headmaster – plan and organise the course of the preschool and discussions meeting, inform about the meeting and agree with the preschool teachers and their assistant on their participation. • Preschool teachers (for children attending preschool in the last year before school) – demonstrate the learning process and participate in discussion after demonstration. • Preschool teachers’ assistant – participates in the organisation of the learning process during the demonstration. — 120 — — 121 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Target groups An anecdote/statement of a child, a parent, confirming the • School teachers reasonableness of the activity • Preschool teachers (for children attending preschool in the last Primary school teachers: year before school) • “We found a reference point from which to start learning process with future first graders”; Materials needed for implementation • “Preschoolers are much more developed and knowledgeable than we thought”. Computer, filming camera and internet connection, if the meeting takes place remotely – virtually or if preschool decided to also demonstrate some recorded learning processes. Recommendations Regular exchange of experience between primary and pre-school Methods and forms of work teachers is very useful. It provides not only an opportunity to understand trends in children’s behaviour and learning abilities, but • Demonstration of learning process. also helps to strengthen cooperation built on mutual understanding • Discussion with the whole group (preschool teachers, school between preschool and school. One meeting is not enough to ensure teachers, deputy of headmaster). smooth transition, but it can be used as good starting point for future cooperation and partnership. Steps before implementation (planning) • Agreement on the date and time. The activity is described by Preschool teacher Evita Vēvere • Deputy of headmaster informs preschool teachers and their assistants about the visit of primary school teachers. • Preschool teachers inform the children of the group about the visit of primary school teachers. Steps of implementation into practice • Primary school teachers arrive in pre-school and are expected by the headmaster and deputy headmaster. • Primary school teachers are observing the learning process. • Discussion with the whole group (preschool teachers, school teachers, deputy of headmaster) about the observed learning process at preschool and about the similarities and differences between learning process in both institutions. — 122 — — 123 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.3.3.3. Preschool from Slovenia From – to 15.00–16.00 Title of activity Professional meetings (actives) between preschool and 1st triad teachers Initiator of the activity School headmaster and assistant for the preschool Name of institution Primary school heroja Janeza Hribarja and preschool Vrtec Polhek, Stari Persons who are involved in organisation, planning and implementation trg pri Ložu of the activity and their tasks • Leader of the meeting (she prepares the content of the meeting, sends the invitations to other teachers, leads the meeting) Why we decided to present • Preschool/School teachers – (they prepare different materials, Because it is very effective practice. suggestions, dilemmas, if needed. They report about the tasks given in the previous meeting. They prepare common activities Purpose for children. To ensure better cooperation between school and preschool and to help children to work with each other. Target groups Preschool/school teachers Goals • Exchanging experiences and examples of good practice, forming Materials needed for implementation action planes • Computers • Solving dilemmas and problems • Interactive board • Cooperation between school and preschool Methods and forms of work Frequency • Lecture to the whole group of teachers Twice a year • Discussion with the whole group of teachers, individual in pairs Time period of implementation Steps before implementation (planning) November/December and June • The leader prepares the content of the meeting, sends the invitations. • The leader prepares different material, if needed. Duration of implementation • Teachers prepare for the meeting; they provide different One hour materials and prepare the report about their previous work. — 124 — — 125 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Steps of implementation into practice Recommendations • Meeting of professionals in a suitable space at the school After several meetings, we found that senior students could also be • Presentation of the asset agenda and leading, directing the included. meeting • Formation of groups that will work together (one preschool The activity is described by group and one school class) Mirjam Štefančič • Creating an action plan, reporting on past work • Initiatives, proposals, roadmap An anecdote/statement of a child, a parent, confirming the reasonableness of the activity When we started with the assets between kindergarten and school, we often thought about the purpose of the meetings, we were sceptical, maybe we even thought it was pointless. Of course, every start is difficult. But when we look back now, on the whole path we have walked, we see progress and that all fears have been superfluous. We laugh many times at our initial concerns and resistance and make joke of it. — 126 — — 127 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.3.3.4. Primary school from Croatia Frequency Every month during one school year Title of activity Interinstitutional observations of practice Time period of implementation From October to May Name of institution Osnovna škola “Braća Bobetko Sisak”, Sisak Duration of implementation • If done via Zoom platform using videos – 16.00–17.30 Why we decided to present • If done by live observation of practice – 9.00–10.30/11.00 Because this is a very rare practice. Practitioners in Croatia generally have no insight into what the practices of practitioners from another From – to system look like. Around 1,5–2 hours Purpose Initiator of the activity To gain insight into the practice of a practitioner from another institution and to create a common understanding on certain pedagogical concepts School and preschool counsellors among practitioners. Goals • Preschool and school practitioners get to know each other and develop trust among themselves • To share ideas and expertise • To provide opportunities to discuss challenges and successes with trusted colleagues — 128 — — 129 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Persons who are involved in organisation, planning and implementation Materials needed for implementation of the activity and their tasks • Video camera • Preschool teacher (she prepares the activities and didactic materials needed for the observation) • Mobile phone • School teacher (she prepares the activities and teaching aids and • Computer didactic materials needed for the observation) • Projector • Preschool counsellor (she invites and motivates preschool • Observation tools teachers in the year before starting school to participate in observing practice, participates in making the video) Methods and forms of work • School counsellor (she invites and motivates school teachers of the first grade to participate in observing practice, participates • Individual demonstration in making a video) • Observation • Preschool and school principal (they agree on mutual cooperation • Self reflection and participation in the observation of practice) • Discussion and reflection with the whole group Target groups Steps before implementation (planning) • Preschool teachers in the year before starting school • Forming a group of practitioners • First grade teachers • Creating a time frame of implementation • Preschool and school counsellors • Agreeing upon ways of observing and reflecting • Planning the activities for the observation and preparing the necessary teaching aids and didactic materials • In case of a Zoom meeting, implementation of activities and creating a video — 130 — — 131 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Steps of implementation into practice An anecdote/statement of a child, a parent, confirming the • Warm up game/ice breaker reasonableness of the activity • Teacher self-reflection (teacher being observed specifies the For the first time, I had the opportunity to see what and how it is done focus area of the practice that will be observed and analysed in preschool. I have to admit I thought kids in preschool were just and talks about expectations and feedback that she wants to playing. Now I see that preschool children can do a lot and learn a lot gain through colleagues’ reflection) by playing. (School teacher) • Conversation before observation of practice (teacher gives the context to the observation that can help the observers Recommendations to understand the background of the lesson/activities being In order to achieve the best results, we recommend that inter-observed; it also gives the opportunity to develop trust among institutional observations of practice be conducted within the practitioners) professional learning community PLC). • Observation of practice (observers can take notes about the facts they see or hear) In our experience, it takes a longer time to build trust among practitioners if meetings take place by using Zoom or other platforms, • Teacher and observer reflection (teacher being observed briefly especially if practitioners do not know each other beforehand. talks about the activities carried out and her observations and dilemmas; observers ask questions, ask for clarifications, share their experiences, offer ideas for improvement, teacher being The activity is described by observed can comment on reflection and has a chance to say which suggestions he/she thinks will help) Refika Omerćehaić, class teacher • Conversation after observation (everyone has the opportunity Svjetlana Balen, English teacher to say what they have learned, what made them think about, what they will apply in their practice...) — 132 — — 133 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.3.3.5. Primary school from Latvia Duration of implementation Meetings for 2–3h, every day one week in a row Title of activity Joint learning activity for preschool and school teachers of Valmiera From – to region – sharing experience of the learning process for the same 14.00–17.00 children in preschool and 1st grade Initiator of the activity Name of institution Relevant Pedagogical Association/Local authorities/municipal pre-Valmiera 5th Secondary School school and primary school study field coordinators Why we decided to present Persons who are involved in organisation, planning and implementation It is a very innovative practice of the activity and their tasks • Representatives Of the Relevant Pedagogical Association/ municipal pre-school and primary school study field coordinators Purpose • Preschool teachers who are working with 6 year old children Facilitating smooth transition through introduction with work methods in preschool and 1st grade. • Primary school teachers who: • Will be working with the same children Goals (in the 1st year of activity). • Show video lessons in which the structure and different teaching • Are working with the same children methods of the lesson are shown (in the second year of activity). • Discuss common and different teaching methods and techniques in preschool and primary school Target groups • Answer colleagues’ questions about the lesson Preschool and primary school teachers of Valmiera region Frequency Materials needed for implementation Once a year, two years in a row Materials for lesson, camera, computer, microphone Time period of implementation Methods and forms of work February or March • Presentation of the video lesson • Discussion — 134 — — 135 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Steps before implementation (planning) 70 preschool and primary school teachers film their lessons and think about teaching methods used in their classrooms. Steps of implementation into practice 5-7 videos are shown at one meeting grouped around specific topics (teachers can choose to attend learning activity with specific topic). Afterwards the structure and different teaching methods in preschool and primary school are discussed jointly exploring ways to bring these practices closer together to facilitate a smooth transition. An anecdote/statement of a child, a parent, confirming the reasonableness of the activity Teachers’ comments during the online meeting. • “Now I see a daily routine in primary school.” • “I will try to use the morning circle at school as well. This could help children prepare for the day.” • “Children spend a lot of time outside, also to study. I will try it too.” • “It was useful to see the activities of the children in the centres.” • “I saw the real learning process at school. I will use some ideas on a daily basis.” Recommendations These meetings are very useful for preschool teachers who will be working with preschoolers next year and for primary school teachers who will be teaching 1st graders. Implementing this joint learning activity online allows a large number of teachers to get involved. The activity is described by Primary school teacher Dace Ciguze. — 136 — — 137 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES 4.3.3.6. Primary school from Slovenia Frequency According to the standard number of pupils in the first grade, the following is determined: Title of activity Role of Assistant teacher (second teacher)/preschool teacher in the • 10 hours for 15 to 23 pupils first grade • 15 hours for 24 to 28 pupils Name of institution Time period of implementation Primary School heroja Janeza Hribarja Stari trg pri Ložu Before noon Why we decided to present Duration of implementation It is an innovative practice for other countries. In Slovenia, this working arrangement has been established since the introduction of nine-year A year school (devetletka). From – to Purpose September 1–June 24 With their methods, the preschool teacher, as an Assistant teacher (second teacher) in class, provides a softer approach to teaching. With their experience and knowledge of working with younger children, Initiator of the activity they bring different methods and forms of work to school. Cooperation / between a class teacher and a preschool teacher is very important, as children at this stage of development learn mostly through didactic games, pictorial material, movement activities and others. Persons who are involved in organisation, planning and implementation of the activity and their tasks It is essential that both teachers plan, implement and evaluate the • Class teacher and preschool teacher activities and work together as a team. • School principal (establishes a working team) Goals Target groups • Together they plan work and activities to achieve the set goals. First grade pupils • Mutual learning. • They monitor and evaluate pupils’ work and progress. • They prepare activities according to the individual’s needs as well as those of the class as a whole. — 138 — — 139 — ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES ENSURING A SMOOTH TRANSITION WITHIN THREE CONTINUITIES Materials needed for implementation Recommendations / Cooperation between a preschool teacher and a class teacher is beneficial to pupils especially. They tend to be more successful and work-motivated; lessons are conducted in an interesting way and Methods and forms of work possibly in smaller groups. In this regard, both teachers are given more Ongoing negotiation, evaluation, planning, teaching opportunities to observe the pupils closely and monitor their learning progress and knowledge. Steps before implementation (planning) • Selection of working team (school principal) The activity is described by Nataša Vesel Plos, • Planning of class activities Helena Novak Obreza • Preparing of accessories and teaching aids • Implementation of activities • Ways of observing and monitoring of progress, feedback • Evaluation Steps of implementation into practice • Sharing and exchange of ideas between both teachers. • Division of teaching roles according to one’s stronger areas – distribution of knowledge and skills. • Possibility of close monitoring of pupils’ progress. • Teaching is further individualised, differentiated and personalised. An anecdote/statement of a child, a parent, confirming the reasonableness of the activity • First graders often role-play in their free time. During observation, they often divide the roles of teachers among two pupils. • One child said proudly: “I have two teachers and they are the nicest teachers in our school. I would love if they stay with us until the 9th grade.” — 140 — — 141 — 5.THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE The purpose of the guidelines is to provide preschool and primary school teachers and administrative staff with support and advice on how to improve transition in their specific contexts in order to maintain positive effects of preschool education and allow children to move to school easily and ensure equality of educational outcomes for all children12, as well as draw the attention of policy makers (municipal and national level) to the importance of ensuring a smooth transition from preschool to school. 12 OECD (2017), Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education. https://read.oecd-ilibrary.org/education/starting-strong-v_9789264276253-en#page17 — 142 — — 143 — THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE 5.1. For preschool teachers and • Strengthening and maintaining child-centred approach, exploring and learning through play primary school teachers It is important that a child-centred approach is strengthened and maintained at preschool and school, allowing children to 1. Ensuring continuity (continuity of curriculum/teaching programmes, learn actively and self-directedly. Providing children with many developmental goals, pedagogy and pedagogical approaches, etc.) is opportunities for active exploring and experimenting is part of essential for smooth transition. The transition can be facilitated and it that is important for both settings. Also, as the main form of continuity can be ensured by reducing the differences between preschool teaching and learning in preschool is learning through play or and school. In turn, it requires mutual understanding and knowledge of lessons based on play, the transition can also be smoothened by the work and practice of the other party involved. There are various continuing to use play elements in school. ways in which this can be achieved: • Unifying elements of the daily routine • Organisation and participation in meetings with preschool/ Familiar elements of daily routine represent another factor that primary school teachers with the aim of unifying educational facilitates children’s transition from preschool to school. There approaches are several elements of a daily routine that school teachers can Such meetings can be organised as a follow-up activity after the successfully take over from preschool teachers and vice versa, observations of practice to discuss dilemmas and differences in and it is up to each teacher to decide which elements are best approaches that were noticed during the observations. If there suited to the needs of the children and context of his/her class. is no opportunity for observation, such meetings may take Morning circle is an example which is easy to use and has a major place without them with the aim of presenting and discussing impact on the well-being of children in the transition process. It educational approaches and finding the elements of unifying is a daily ritual widely used in preschool and easily applicable them in the context of each institution. to the school, as it does not require any special space. In turn, preschool teachers could consider offering time for quiet play • Mutual observations of preschool and primary school practices for those children who no longer want to sleep instead of the usual preschool bedtime after lunch. Possibility for preschool teachers to observe practice in school and for school teachers to practice in preschool is one of the simplest and at the same time most effective ways to get to know a practice in another educational institution. In this way, the school teacher can really see how much learning work is taking place and how it is taking place in preschool, and preschool teachers can better understand which aspects of school preparation need more attention and which less. It is important that preschool teachers do not try to teach children the skills and knowledge they will acquire later in school. For school teachers, on the other hand, it is important to see what children already know and do not allow them to lose it when they start school but build on it. — 144 — — 145 — THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE • Organisation of learning environment 2. Smooth transition can only be achieved through close and purposeful The exchange of experiences and the transfer of good practice cooperation between preschool and school. If such cooperation between school and preschool teachers regarding the design of doesn’t exist, every teacher, whether working in preschool or school, the learning environment is another aspect that helps to ensure a who recognizes the importance of transition can be the initiator successful transition. The biggest difference in terms of learning of such cooperation. If cooperation between preschool and school environment between preschool and school is related to the already exists, teachers can support collaboration by engaging and activity centres. If 98–100% of preschool teachers organise at contributing in the activities that are offered. Cooperation can include least 3 activity centres in their classrooms, the reduction in the following activities/practices: use of activity centres as a daily practice in schools varies by 17 to 70%, giving way to a more traditional classroom setting • Joint trainings for preschool and school teachers; according to the teacher’s frontal teaching style.13 Activity • Meetings of preschool and school teachers to learn about each centres not only facilitate the transition as a familiar element other’s practices, to unify approaches, to share information on of the learning environment for children, but they also help to children’s development, etc.; provide an individual approach to each child, and they increase the availability of the unstructured materials for children in their • Participation at the professional learning communities of learning process – also, in this respect, the difference between preschool teachers and teachers (PLC); preschool and school varies in terms of a decrease of 20% to 50%. • Joint planning and implementation of various activities for The experience of preschool teachers can be a good support for smoothening the transition process; school teachers in setting up and using activity centres, ensuring quality pedagogical practice and smooth transition. • Sharing and transfer of good experiences from each other: between school and preschool, school and school, preschool and preschool; • Enriching cooperation with fun, joyful events for both preschool and school teachers, to maintain play elements in the learning and increase motivation. 13 TIM, Transition is our Mission, 2022 http://iic.lv/wp-content/uploads/2022/01/TIM_international-Brochure.pdf — 146 — — 147 — THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE 3. Ensuring cooperation between different contexts • Developing different activities for presenting the new environment to children and their parents. These can be The smooth transition cannot be achieved by focusing solely on the activities where preschool children visit the school and take part child: positive communication and cooperation are needed, fostering in school lessons or where school children visit the preschool mutual understanding and joint efforts not only between preschool and and talk with children about their school experience, as well as school teachers but also among parents, families and others involved activities intended only for parents or for families together. The in the process. Cooperation can be ensured by the following activities: more different activities are offered and implemented, the better children will be able to get to know the school, which will allow • Offering a variety of activities to increase parents’ awareness of them to feel more confident during the transition. transition and development of innovative activities to involve • Ensuring the continuity of receiving special support for children parents in the transition. and families. Often, children and families receive individual • Listening to parents – all parents may have questions, concerns support from various specialists already in preschool, according and expectations about the first year of school. It is important for to their needs. It is important that this support is provided during the teacher to find out about them, what can be done through the transition process and continues at school. conversations, interviews, questionnaires, etc. • Recognizing the need for additional support and requesting • Providing parents with comprehensive, timely and clear support – as ensuring a smooth transition is a very complex information on issues regarding transition to address or reduce process involving a wide range of people, the teacher does not their questions and concerns. It is essential that a variety of have to feel lonely in the face of difficulties and challenges and strategies to reach families are used, adapting them to the does not have to try to overcome them alone, which is not even capabilities and needs of each family. It can be online conferences possible. Instead, it is important to seek support and help, first or phone calls, messaging groups or e-mails, individual or group and foremost from colleagues and the management of the own meetings, social media, etc., but the most important thing is that institution but also from parents, professionals and colleagues the information reaches all parents and the most vulnerable from other educational institutions and specialists. families in particular. • Informing parents, sharing information about children’s development in simple, parent-friendly and clear language. • Organising individual meetings with the parents/family of each child before the graduation from preschool (preschool teachers) and before starting school (school teacher). • Careful consideration of children’s views and expectations, attention to children’s needs and addressing them. Questionnaires for children or conversations about their expectations, their feelings and thoughts about school can be used. — 148 — — 149 — THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE 5.2. For administrative staff of become an equal partnership. It is important to remember that leaders of educational institutions act as role models for preschool institutions and schools teachers – seeing cooperation at the management level will make teachers more motivated to cooperate themselves. Although the direct implementers of a qualitative transition are teachers, responsibility for managing smooth transition is mainly in • Encouraging and providing opportunities for teachers from the hands of the administrative staff of preschools and schools. It is both institutions for active collaboration the management of the educational institution that is responsible for It includes initiation and organisation of different activities for providing all the necessary support to teachers so that they can carry fostering cooperation such as interinstitutional observations, out their work in a high-quality and professional manner, including meetings for unifying pedagogical approaches or sharing ensuring a smooth transition. And, it is the administrative staff that can information on child development, providing feedback from build a strong and equal partnership between preschool and school, primary school to preschool and vice versa, reciprocal visits which is crucial for smooth transition of children from preschool to and other. It also includes technical support, such as providing school and is recognized by teachers as the most appropriate additional teachers with the time, place, etc. for these activities. support in it. • Creation of interinstitutional professional learning communities The role of management in ensuring a smooth transition involves many (PLC) aspects and can be implemented through a wide range of activities: PLC is a method that ensures regular and continuous cooperation between preschool and school professionals with the aim of • Organising joint trainings for preschool and school teachers building a common understanding of the transition and working Management of educational institutions have the overall together to ensure its quality implementation. It is very important responsibility for professional development of their teachers. In that administrative staff are not only involved in the forming of order for teachers to be able to ensure a smooth transition, they PLCs but together with teachers also take active participation in need to be well prepared for both the transition process and the it. The participation of management representatives in the PLC cooperation that is a prerequisite for its success. Joint trainings not only reaffirms to teachers the importance of the transition of preschool and school teachers on qualitative transition are but also serves as an additional motivator for cooperation, helps one way to address this need. It is crucial that management to create a common vision and collectively plan development understands the importance of transition from preschool to paths and helps management to follow the process. school and supports professional development in this field by initiating and organising joint trainings and encouraging and • Ensuring cooperation with parents enabling teachers to take part in such training programmes. The management of educational institutions also has a very important role to play in cooperation with parents, not • Building strong and equal partnership between preschool and only in establishing direct contacts with parents and being school present in the transition process but also in encouraging and The management of educational institutions also plays a very motivating teachers to cooperate with families. It is important important role in initiating and maintaining cooperation with for management together with teachers to plan activities for other educational institutions, and only with the support and cooperation and supporting parents during transition. The active participation of management can such cooperation plan could include a variety of activities for informing parents — 150 — — 151 — THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE – finding the best ways to provide parents with all necessary • Monitoring and advocacy of good transitional practices information about educational institutions and transition, thus reducing parental concerns and ignorance and raising their It is the management of educational institutions that can make awareness about the transition as well as activities providing a major contribution to raising awareness among both society different opportunities for parents to actively participate in the and policy makers regarding the importance of ensuring a transition process. successful transition from pre-school to school. It is the heads of educational institutions who can objectively evaluate examples of good practice and, by sharing it with their colleagues in other • Ensuring a balance between information exchange and data educational institutions as well as informing their municipality, protection promote the dissemination of such good practice as well as the The management of educational institutions should facilitate understanding and support of local policy makers for a smooth the exchange of information between preschool and school transition process. teachers, and, at the same time, it must ensure that all data protection rules are complied with. Therefore, the management • Ensuring that education is accessible to all children needs to provide teachers and staff with clear guidance on what information they are allowed and supposed to share, Ensuring access to education is one of the direct responsibilities encouraging them to communicate details that can help provide of the management of an educational institution, so it is very the best support for each individual child during the transition important to ensure that not only the transition but also the from preschool to school. whole institution is inclusive. It is very important to recognize that inclusion, diversity and multilingualism are becoming crucial in order to facilitate an inclusive transition and avoid the risk of • Providing additional support or specialists accidental exclusion practice. In order to ensure the quality of pedagogical work in any educational institution, it is important that the management of the institution is open to listen to and consider the needs and suggestions of teachers for additional support in ensuring the smooth transition of children from preschool to school. Although teachers acknowledge that they receive support from colleagues, management and parents during the transition, there are an alarming number of professionals, especially among preschool teachers, who do not receive any support, and this should be a sign that management needs to respond.14 In situations where teachers need support from specialists such as a psychologist or speech therapist, the management has a role and responsibility in responding to these needs by taking necessary steps to engage additional specialist support if an educational institution doesn’t have one. 14 TIM, Transition is our Mission, 2022 http://iic.lv/wp-content/uploads/2022/01/TIM_international-Brochure.pdf — 152 — — 153 — THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE 5.3. For policy makers • Another option for facilitating cooperation could be investing in inter-institutional professional learning communities (PLC) consisting of teachers, management staff and counsellors from For a smooth transition from preschool to school to become a common preschool and school. PLC, through regular and continuous practice, its importance needs to be understood not only by educators cooperation, helps to create shared pedagogical understanding but also by society and policy makers at all levels. Recognizing the about the transition, unify pedagogical approaches and change impact of transition, policy makers can provide a very wide range of the working culture and practices in both institutions. support within their remit, promoting a smooth transition. Policy makers have the opportunity not only to create a supportive regulatory and • Joint trainings of preschool and school teachers on quality political environment for a smooth transition from preschool to school transition should be given special emphasis as a necessary part but also to provide the necessary funding. In order for the contribution of pre-service or in-service training. Preschool and primary of policy makers to have a more meaningful impact on facilitating a soft teachers need to be commonly taught about transition in their transition, the following aspects need to be addressed: pre-service training and in professional development. • Less favourable staff – child ratio in the first year of school • It is important for policy makers to have a holistic view of compared with final year at preschool encourages the search for education in general and not fragmented across different stages ways to reduce the number of children in the class, especially of education. Therefore, the transition from preschool to primary if children with special needs or migrant children are included. school should not be taken out of this context, but should be Other solution for smoothening transition could be the Slovenian seen as an important element of quality pedagogical practice. experience that provides a fixed number of hours per week for At the same time, it is important to see the transition itself as a two teachers in the first grade. holistic practice, as it addresses pedagogical, developmental and professional aspects involving teachers, staff and managers of • It would be important to develop clear guidelines on compliance preschools and schools, parents and other relevant stakeholders. with data protection and children’s confidentiality rules, so that they do not interfere with the professional exchange of • Close and meaningful cooperation between preschool and school information on children’s development between preschools and is crucial for ensuring smooth transition. For this cooperation to school teachers. become an equal partnership, a decreasing discrepancy between the status and perspectives of preschool and primary school • Pedagogical practice shows that the integration of both levels of teachers is needed. This could include measures to reconcile education – preschool and school – in one place is also a factor working hours, salary and benefits so that preschool teachers that facilitates the smooth transition. Separate preschool and have “the same level of work as equivalent in primary education school locations can be a physical barrier to continuity, making with similar qualifications and competences.” coordination of transition more time-consuming. Therefore, it is 15 important to seriously consider options to bring preschool and • Recognizing that good and systematic cooperation between primary schools in the same premises. preschool and school facilitates the transition, policy-makers should use all opportunities within their competence to facilitate such co-operation. It can be done through providing accommodating legal environments and allowing staff of preschools and schools sufficient time to cooperate, which includes also time for planning and joint creation of transition practices. 15 OECD (2017), Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education. https://read.oecd-ilibrary.org/education/starting-strong-v_9789264276253-en#page17 — 154 — — 155 — THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE THE MOST IMPORTANT GUIDELINES FOR FURTHER DEVELOPMENT OF THIS FIELD IN THE FUTURE • There is a widespread situation where school and preschool have different expectations for how children should be prepared for school. It is important to remember that the focus in such situations should be changed from children ready for school to school ready for children in general. Additional measures that could be taken in this situation include reforming curricula (or creating a new one) to ensure better pedagogical continuity. The result obtained should be a balanced and integrated curriculum with roughly equal emphasis on play, self–regulation and pre-academic activities, developed with active participation of preschool and primary school teachers. • As parents are also crucial to a successful transition, policy makers can contribute by supporting parental education and raising their awareness of the importance of transition. It can be done through facilitating the development and provision of various support materials for parents as well as by encouraging and motivating educational institutions to offer parents a variety of opportunities to participate in the transition process. • There are often situations where preschool and school teachers need additional support in their joint efforts to facilitate smooth transitions. The need for support varies from situation to situation, from context to context. Such support can be provided by a variety of professionals – counsellors, psychologists, speech therapists or teacher assistants for children with learning difficulties, depending on the specific situation. It is very important that such additional support is available during transition, as it is very likely to reduce the necessity of later compensatory educational support policies (Fabian & Dunlop, 2006). — 156 — — 157 —