Abstract:

The family and institution for an early and preschool education provide the primary educational environment for the child. The transition from family to the institutional context presents a specific transition period sometimes accompanied by the difficulties, so the diversity of these environments poses a challenge in the process of adaptation not only to the children but to the parents and educators. The interaction between the child and family members is a possible indicator of success in the process of adaptation in which the child interacts with peers and adults in the educational institution. Different models of interaction between families and educational institutions emphasize the importance of establishing quality relationships between parents and educators in the function of successfully transition of children from families into the nurseries.

The paper presents the results of tests related to the opinions of parents and educators about the transition of children from the family environment to the context of institution for early and preschool education. The sample of the study included a group of parents of children aged from 12 to 36 months (N = 60) as well as the group of early childhood educators (N = 14). The results of surveys indicate the need to improve the quality of relations between parents and educators in a sensitive period of adaptation of children in the new environment, which can be a significant factor in further development and children’s achievements.

Keywords:

Child, parent, family, nursery, transition, preschool education, education.