Abstract:

Educational continuity implies a number of levels, and every movement of the child across different levels is called a transition (Yeboah, 2002). A successful transition is closely linked to overcoming the discontinuity between the preschool and primary school setting. The theoretical framework and the research results of the paper deal with the process of children’s transition from preschool to primary school education, whilst emphasizing the role of the teachers. The theoretical part describes the problem of transition that relates to the understanding of all involved stakeholders, as well as the effects of their cooperation whilst taking into consideration the complexity and diversity of the process.

The paper also presents the results of the research obtained on a sample of primary school teachers (N=135) in the area of the City of Zagreb and Zadar County regarding the teacher's opinions of their role in the process of transition from preschool to primary school, their contribution in supporting the child and the family during the process, as well as their satisfaction with the collaboration of preschool institutions.

Keywords:

Preschool institution, primary school, transition, teacher, child.