КЛЮЧОВІ РІЗНИЦІ В ПІДХОДІ ДО ОСВІТИ В ДИТЯЧОМУ САДКУ ТА ПОЧАТКОВІЙ ШКОЛІ

Abstract

The difficulties in adjustment during the transition from kindergarten to school can be caused by different approaches in education used in these institutions. Different approaches used in the educational process in kindergarten and primary school can cause unnatural distance between these institutions, although it is absolutely expected that the best possible educational effects can be achieved only with their mutual effort. Apart from parents, preschool and school teachers represent the most important factor from social surrounding which influences the development of children systematically by means of implementation of different forms of learning. In this paper, we examined the estimates of preschool and school teachers, as experts who systematically influence child development and learning, about the differences in approaching education in kindergarten and primary school. The total sample of the examinees was comprised of 94 preschool teaches and 150 school teachers. For statistical processing of the data and determining statistical significance between the differences in the estimates made by preschool and school teachers, a nonparametric technique, Mann-Whitney U test, was used. The result was statistically significant disparity in the evaluations by preschool and school teachers on the issue, which points to further important pedagogical implications. As one possible reason for significantly different estimates, we can suggest still present "poverty" of the partner relationships and relations between kindergarten and primary school, that is between preschool teachers and teachers. Based on the determined estimates of the examinees in our research, all future research should be oriented toward finding the most beneficial ways for connecting educational activities of kindergarten and primary school.