Abstract:

The transition from kindergarten to school is a very important period in the development of each individual child. Both parents and children in this process need support, especially gifted children, to make the most of their potential, not only for themselves but for the benefit of the entire society. According to the 2008 State Pedagogical Standards, gifted children and children with disabilities are categorized into a group of children with special needs. In the National Curriculum for Early Childhood and Pre-School Education as well as the National Curriculum Framework the emphasis is on children with special needs, which is often seen in practice where gifted children who need support, especially in socio-emotional development are "neglected". If we do not notice a child's gift and do not adjust the environment to his or her needs, the gifted child may experience frustrations affecting his behaviour in relation to children and adults. Adapting children, both in kindergarten and school, has long-term consequences for their cognitive and social development. The didactic-material preparation of kindergartens and schools as well as educators is an important factor in encouraging the development of gifted children. Transition of a child from kindergarten to school is related to various tasks that a child needs to overcome, which causes stress that manifests itself with strong emotions such as fear, insecurity, sadness. As a child now changes their role into a role of a student likewise their parents pass through various new roles, relationships and identities, they become pupils' parents. Understanding new roles needs and can be assisted by expert associates of kindergartens and schools. The planned and timely preparation for the transition from kindergarten to school must include work with the parents. Parents' positive attitudes about the school and their emotional support to the child are a prerequisite for good adaptation in the school environment. Besides that two - way communication between kindergartens and schools is necessary to harmonize the transition of a child from kindergarten to school. Common activities by kindergartens and schools help in obtaining timely information and support in adapting a child and their parent to a system that has a range of new obligations, rhythms and requirements. In order to meet the needs of gifted children, we all have to adapt our actions and activities in the transition process. The partnership between all of the factors involved is crucial for the transition to go smoothly and with a little stress.

This paper will highlight the characteristics and the position of gifted children in the transition process itself, and will provide an insight into the National Curriculum Framework, legal regulation in the Republic of Croatia and cooperation between kindergartens, schools and families.

Keywords:

Cooperation, family, gifted children, kindergarten, school, transition to elementary school.