Abstract:

The transition from preschool to primary school in the educational system is planned as a normative transition period. The problems associated with this phase of education have been thematized in scientific research, discussions, as well as in international educational practice since the end of the last century. Many scientific studies confirm that contextual environmental factors are of great importance in the implementation of these procedural changes including purposeful cooperation between a family, preschool educational institution, and a school. Consequently, a smooth and successful transition from kindergarten to school requires coordination of the state policymaking, alignment of children’s educational experiences, increased collaboration between preschools and primary schools, and work with families.

Based on the theoretical and empirical analysis of the conceptual approaches to the transition from preschool to primary school, this study aims to bring up to date and describe strategies for promoting the interaction of educational microsystems. The findings of the publication are based on data obtained in the study of mixed design. In this context, the experience of several European countries like Ireland, Denmark, Finland, Austria, and Latvia, has been studied. The main trends in the field of research are summarized and analysed in a broader context, including the findings of international research. The most important criteria for comparing the data are the indicators characterizing the cooperation between preschool and primary school, the interaction and coherence of education microsystems, the involvement of the family and society in the transition process, as well as the adequacy of the school environment for successful primary education.

The results of the study confirm that it is important to ensure a planned and coordinated implementation of the transition period appropriate to the age of the child, based on the principles of coherence and continuity, which require changes at the level of sustainable policies. In turn, the strategies developed must be based on the principles of equality and equity. It is important to use a community approach and resources during the transition period by emphasizing communication, cooperation, coordination and coherent planning of transition programmes, evaluation and improvement of transition activities, as well as the link between the philosophy and experience of the family, society, and the educational institution. Monitoring the implementation of transition education programmes is essential for building a common understanding of a child's strengths and challenges, revealing both a holistic vision of the child's development and the child's subjective understanding of what is happening during the transition, as well as providing feedback to educational institutions and staff, thus, promoting continuity and coherence between the levels of education.

Keywords:

Transition concept, preschool, primary school, the interaction of educational microsystems.