Abstract:

The first transition from family to early and preschool education is undoubtedly an impressive process during which a child and parents experience a fear and insecurity. The process of transition from family to preschool context is one of the most stressful experiences for the child and the family. A successful transition is characterized by respect for the needs and specific development circumstances of each child. During the process of transition, both child and parents need support and understanding, especially the child with disabilities.

It should therefore be emphasized that the interaction between the child with disabilities and new environment depends on the support provided by all participants included within the new context. In order for the child to be adapted to the new environment, it is necessary for the experts to understand specific difficulty of the child, as well as the problems that child and his or her family meet on a daily basis. In addition, the quality of child's interaction with the environment is influenced by the professional staff skills.

Inclusive education for children with developmental disabilities is implemented in accordance with the UN Convention on the Rights of the Child (1989), which ensures the full and equal enjoyment of human rights and fundamental freedoms equally to children with and without disabilities within environment that allows them to play and learn together.

The Republic of Croatia is a signatory to the Convention, therefore the legal acts in the field of education regulate the right to education for children with developmental disabilities at all educational levels. Croatian National Educational Standard for Early and Preschool Childhood Education (OG 10/97, 107/07) emphasizes the importance of including children with disabilities in the regular early and preschool education programs.

Inclusion of children with developmental disabilities encourages a higher level of respect for them as equal partakers of the educational process. Early and preschool education for children with or without development disabilities is based on encouraging strong child attitudes, recognizing their developmental potential and fulfilling their needs. Therefore, for the quality of the child's preparation and successful adaptation to the new environment, a collaborative relationship with the parents is necessary.

Additionally, in order to make the transition from one context to the next with as little stress as possible it is important to achieve a partnership between participants.

The aim of the paper is to emphasize the interaction between a child, parent and preschool educators as a predictor of successful process of the child’s inclusion into educational community.

Various international and national legal regulations refer to the importance and need to include the child with disabilities in the regular education system. The paper will present the experiences of children with developmental disabilities, their parents as well as the preschool experts on the process of transition from family to educational process.

Keywords:

Transition, child with disabilities, parents, family context, preschool institution, Convention on the Rights of the Child, Croatian National Educational Standard.