Abstract:

This paper explores the current theory and practice of transition from kindergarten to school from the perspective of early childhood education and care educators and primary school teachers in the Republic of Croatia.

Theoretical framework is based on Vygotsky’s (1978) socio-cultural theory and a socio-constructivist approach where knowledge is transformed in interaction, and quality, not quantity of interaction shapes the individual's meaning making. A Bronfenbrenner’s ecological theory (1979) is also referred to in the context of transition in a way that by connecting multiple systems it provides continuous and effective support for successful transition for all participants.

The study was conducted within a mixed method research as a part of a doctoral dissertation of one of the authors. This paper will present the qualitative data extracted through a grounded theory method. A transitional period of professional development, a double image of a child and a greenhouse pedagogy are the main concepts characterizing educator’s pedagogy and practice in the context of transition from kindergarten to school. Those concepts are further explored in this paper due to their implications on the continuous professional learning in the early childhood education and care (ECEC) and compulsory school education (CSE) system.

Main findings and discussion implies that continuous professional learning concerning transition from kindergarten to school should focus on educator’s implicit pedagogies rather than on current practice of creating short-term transition activities for children. By focusing on educator’s knowledge, beliefs and practices that are responsive to their individual’s context it is possible to make sustainable changes in the educational process that go beyond evanescent transitional activities that have no long-term effects neither for children, for their families or educators.

A transitional period of professional development, a double image of a child and a greenhouse pedagogy are important indicators of educator’s implicit pedagogies and current state of practice and they should have an impact on policy and practice. These findings suggest ways on how professional development might be organized to positively influence sustainable changes in the educational processes that go beyond the transition process.

Keywords:

Reflective practice, professional identity, transformation, image of a child.