Let’s Go to School! Together Through the Transition to School Process (edition), Comenius Foundation for Child Development, Warsaw 2008

"PARENT-TEACHER PARTNERSHIP FOR CHILDREN'S TRANSITION TO SCHOOL" INTERNATIONAL PROJECT.
GOOD PRACTICE BROCHURE 2008
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LET’S GO TO SCHOOL!
- TOGETHER THROUGH
THE TRANSITION TO SCHOOL PROCESS
Edited by
Julia Plachecka
(Comenius Foundation for Child Development)
In consultation with
Magdalena Korsak, Anna Kosk,
Monika Rościszewska-Woźniak, Gracjana Węgorska
(Comenius Foundation for Child Development)
Marie Marxtova
(OMEP)
Darina Mokranova
(Unia Materskich Centier)
Joanne Morgan and Mia Murray
(The Early Years Organization)
Vassiliki Riga
(EADAP)

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CONTENTS:
PART I: WHAT IS THE "PARENT-TEACHER PARTNERSHIP 3
FOR CHILDREN'S TRANSITION TO SCHOOL" PROJECT ABOUT?
PART II: TRANSITION TO SCHOOL 5
PART III: GUIDING PRINCIPLES FOR TRANSITIONS 9
PART IV: GOOD PRACTICE EXAMPLES 10
PART V: COMMON LEARNING DURING THE PROJECT 17

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PART I
WHAT IS THE "PARENT-TEACHER PARTNERSHIP FOR CHILDREN'S
TRANSITION TO SCHOOL" PROJECT ABOUT?
The "Parent-Teacher Partnership for Children's Transition to School" project
was financed by the European Comission through the Lifelong Learning Grundtvig
Partnerships Programme between August 2006 and July 2008. The participating
organizations from Poland, Czech Republic, Greece, Northern Ireland (United
Kingdom) and Slovakia have a wide range of expertise on adult education, parental
involvement and the provision of educational and training programmes in different
communities.
The project was undertaken by:
• Comenius Foundation for Child Development (Poland – Coordinating
Organization): www.frd.org.pl
• The Czech Committee of the World Organisation for Early Childhood Education –
OMEP (Czech Republic): http://www.sweb.cz/omep/.
• The Society for the Development and Creative Occupation of Children EADAP
(Greece): www.eadap.gr/en/index.php
• Early Years – The Organisation for Young Children (Northern Ireland):
www.early-years.org
• Unia Materskych Centier UMC (Slovakia): www.materskecentra.sk
Representatives from the organizations included teachers, school advisors, parents,
psychologists, trainers and academics
The aim of the project was to share information and develop a training programme
on parental participation in programmes facilitating children's transition to school.
The project was implemented in two phases.
In Phase One we developed:
• an in-depth needs analysis based on qualitative research on children’s, parents’
and teachers’ experiences with transition to school conducted in the
participating countries1
• a framework for a common training programme
• local versions of the training programme tailored to the needs of learners in
each country
• educational materials, leaflets and booklets for parents and teachers
1
To learn more about the survey results visit the website of the 17th
International EECERA
Conference:
http://www.easyprague.cz/eecera2007/download/files/abstract-book_web.pdf

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In Phase Two:
• a pilot training programme was implemented in each country, within a range of
communities
• 315 participants took part in 12 training programmes conducted by 10 trainers
across 12 locations
• the pilot training programmes were evaluated
• the training programmes were reshaped according to trainers’ experiences and
feedback from participants
• the findings of the project were disseminated in each country through
conferences, meetings, brochures, websites, media and training

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PART II
TRANSITION TO SCHOOL
NO MATTER WHETHER YOU ARE A PARENT OR A TEACHER,
ASK YOURSELF THESE QUESTIONS…
• What does transition mean to me?
• What does it mean to my child?
• Why is it important to me?
• Why is it important to my child?
• Who is involved in this process?
• When does it take place?
• Where does it take place - is it just school or does it also involve other settings, -
eg.-home, playground?
• What can I do in order to make it easier for my child?
THIS IS WHAT WE FOUND…
Transition to school is one of the most important periods in a young child’s life.
This is when their approach towards learning, new challenges, peers, teachers and
school is formed.
In all countries participating in the project, children underlined the value of their
friends’ and siblings’ help in the transition to school process, as well as their parents’
and teachers’ support. For them school was synonymous with growing up and first
serious, “adult” matters. In most cases the very thought of going to school triggered
positive reactions; children could not wait for their first day in new surroundings. They
often seemed to adopt their parents’ vocabulary – especially when stressing the
importance of good behaviour and grades.
When asked about their children’ school transition, parents in all the participating
countries emphasized how their own personal experiences affected the conversations
they had with their children about what to expect at school.
In all participating countries some parents seemed to expect that educational
establishments are primarily focused on passing knowledge on to their children. As a
result they focused on the academic ability of the child and spoke less of the emotions
involved in starting school. Sometimes the stress they felt when confronted with their
children’s start at school spread throughout the whole family. Both parents and their
children have expressed the need for mutual contact and support with the schools
during the transition process. Studies2
show that successful transition results in better
2
Bayley R., Featherstone S. (2003) Smooth Transitions - Ensuring continuity from the Foundation
Stage, Featherstone Education LTD

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school achievements and an increased motivation to learn. Even though regarded as
crucial by researchers, parent participation in educational processes such as transition
to school in many European countries is still insufficient. The teacher-parent
collaboration is often weak and restricted to situations when a child misbehaves or
suffers from learning difficulties. Many parents have no control over the quality of
educational programmes, and they have limited knowledge or skills to develop
effective home-school collaboration or to help design developmental activities for
children.
…AND THIS IS WHAT THE CHILDREN SAID WHEN ASKED ABOUT
TRANSITIONS…
In Czech Republic:
Before the transition:
• I look forward to school because I will learn how to read and write. I will make
new friends; I will have a schoolbag, write on a big blackboard. I look forward
to homework and grades and that I will attend the school with my friends from
the Kindergarden.
After the transition:
• I needed the teacher to be nice to me.
• I was sitting in the corner and was crying and I felt like my parents gave me to
the house for children without parents.
• We were playing a meeting game.
• We were sitting in a circle and talked together.
• I thought that I’m big, but in fact I shivered with fear.
• I had a very nice feeling, when I first came to the class, because there were
other children from the Kindergarden in the class.
In Greece:
• We children should go on a trip to elementary school to get to know it and not
fear it.
• I will be alright because I want to learn to read.
• I want to play with my friends and hope that I will find good friends there as I
have now.
• I think they should tell us some things about the class. What the space is like,
the desks. We should get to know the space.
• I want to play with many students.
• I’m big now!
Dyson A., Beresford E., Splawnyk E. (1995), The Manchester Transition Project: Implications for the
Development of Parental Involvement in Primary Schools, Manchester Education Partnership,
Research Report RW95
Entwisle, D. R. & Alexander, K. L. (1998) Facilitating the transition to first grade: The nature of
transition and research on factors affecting it. The Elementary School Journal, 98 (4), 351-364.
Fabian, H. & Dunlop, A. W. (Ed) (2002) Transitions in the Early Years: Debating continuity and
progression for young children in early education. London and New York: Routledge Falmer, 111-122.
Pianta, R. & Kraft-Sayre, M. (2003) Successful Kindergarten Transition. Your Guide to Connecting
Children, Families, and Schools. Baltimore: Paul H. Brookes Publishing Co.
Ramey, S. L. & Ramey, C. T. (1998) The transition to school: opportunities and challenges for
children, families, educators and communities. The Elementary School Journal, 98 (4), 293-295.
Yeboah, D. A. (2002) Enhancing Transition from Early Childhood Phase to Primary Education:
evidence from the research literature, Early Years, vol. 22, no 1, 51-67.

7
• If a child tells me that he or she is afraid, I will tell him that if he believes that,
he will not manage.
• Children should be sensible and not be scared of the teacher.
• Their mother should buy them a large new schoolbag.
• We should tell them that they will learn to read and write there and become
grown ups and will give birth to children and get married.
• The new children should be our friends and we should sing songs for them.
• I don’t quarrel with the children.
• We should tell the teacher to tell them off. He or she should tell them to be
sensible.
• I made friends and girlfriends but the nicest thing is that I have friends from
nursery school at school. I also made enemies. I had a good time and a bad
time but I got used to it.
• Firstly if my parents told me various things about elementary school. A good
teacher and many friends.
• The teachers should be better and younger.
• The children want to get a look at the school beforehand.
• The teacher should help them and tell them “don’t worry you will make
friends, it is a good class, good pupils will learn to read and write”.
• They should get to know each other. What is your name?
• On the first day of school we should have our parents with us.
• I think we should have physical exercise every day.
• I don’t quarrel with the other children.
In Northern Ireland:
• No-one will help, you just have to do it yourself.
• More work, and when the teacher says, you have to tidy up.
• I got to have a snack in Nursery whenever I wanted, you don’t get that in
Primary 1.
• I wasn’t frightened coming to school, I just went “oooooh”.
• I wanted to stay in playgroup, too much homework to do now.
• I have a sad face coming to this school now because I hate homework.
• First day I went to playgroup and school I cried because I missed mummy.
• I played with balloons at playgroup and dressed up.
• Playgroup had a different water area.
• I went there to do junk art and play dough and I was happy at playgroup.
In Poland:
• I'm not happy, because I'll have to do my homework – my sister hates doing
homework...
• Great, I'll go on long school trips, exactly like Bartosz!
• I'm afraid, because I don't know how it is there, when my parents will come to
take me home or will I stay in a school club?
• I'm afraid that I won't have friends, because I don't know anybody.
• It's cool. I like school, because it's where my brother goes.
• I feel great, there will be children who I already know, who say that it is fine at
school. They're bigger, they may help.
• I will be a good student and will collect only good marks.
• I will not be with Tadek anymore –he bites me.

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In Slovakia:
• I want to go to school, because the pre-school chairs and tables are too small
for me.
• I love my teacher, because she brought us at the first school day some sweets.
• My first school day was very nice, because our principal gave us very nice
pencils.

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PART III
GUIDING PRINCIPLES FOR TRANSITIONS
GUIDELINES FOR ALL PARTIES INVOLVED:
Equal involvement is essential
Any transition needs collaboration
Voice of the child is heard and reflected upon
Mutual respect is the first step
Parents, child and teachers expertise is acknowledged
Everyone has the right to be heard and listened to
Early communication is vital
Create a positive vision of the school experience
GUIDELINES FOR TEACHERS:
Acknowledge each child as an individual
Recognize and support the role of parents as “first educators”
Adapt the curriculum to meet the needs of children
Ensure open and ongoing communication with parents and other teachers
Promote the social and emotional development of children
Use plain language when discussing transitions
Facilitate partnerships between children, parents, preschools and schools to
ensure smooth transitions
Provide partners in transition with clear, concise and relevant information
Present practice based research as evidence of the importance of transitions
GUIDELINES FOR PARENTS:
Actively listen to your child
Talk with your child about their fears and anxieties
Advocate on behalf of your child
Learn from your own experiences of transition
Build links with the school before and during the transition
Become actively involved in school life and ask questions
Work on a positive vision of school with your child

PARENT-TEACHER PARTNERSHIP FOR CHILDREN'S TRANSITION TO SCHOOL INTERNATIONAL PROJECT.
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PART IV
GOOD PRACTICE EXAMPLES
• Ideas Bank – Czech Republic
Cooperation of kindergarden and primary school headteachers before the
beginning of the school year.
Kindergarden and primary school teachers meet and exchange information on
their respective curricula. They also establish a common program (setting the
rules) to simplify the transition of children from kindergardens to primary
schools.
Autumn meeting between parents and primary schools to share information
about the schools, their priorities and the availability of special activities and
clubs
Preschool children visit the primary school before enrolment (in larger cities,
they may need to visit several nearby primary schools).
First graders visit the kindergarden with specific information about school, for
example, what they have learned so far and how school is different to
kindergarden.
Use of innovative approaches to primary school enrolment - e.g. fairy-tale
format, telling the children about history of the school or use of art and craft
workshops.
Provision of workshops for parents and children before and after enrolment on a
variety of topics including physical activity, singing, art and developing writing
skills
Provide opportunities for kindergarden and primary school children to cooperate
on joint activities, for example the Olympics, celebration of Children´s Day, and
visit to a theatre or an exhibition, trips, excursions.
School open days for parents and children to view the school premises and
speak to teachers
Preparation of a practical information leaflet for parents outlining essential
information about the school, including information on the curriculum, school
layout, timetable and routines. An additional leaflet should be developed
focusing on the school enrolment process and the transitions phase
Lectures and seminars with specialists for parents (psychologist, logopedist,
primary school teacher, medical doctor, special pedagogue) which assist
parents to assess their child’s stage of development and whether they are
ready for primary school or if specialist help or support is needed
Development of a simple test for parents to use to determine if their child is
ready for school entry or if there are areas of development which require
further support or if a one year delay to school entry is preferable

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• Changes to Practice in Czech Republic
The number of children enrolling in schools has decreased over the past number of
years which has resulted in schools investigating and using new and innovative ways
of encouraging children to enroll.
After securing the child’s enrollment, however, schools tend to make less of an
effort. As a result of the “Transition Programme” primary schools started to
acknowledge kindergardens as partners who deliver the first part of the educational
process. In addition they had an opportunity to get to know the work of the
kindergarden teachers and experience their setting first hand during meetings with
parents.
A very intensive mutual cooperation has been established between the teachers
from both types of schools and with the teachers of the afternoon clubs.
During the workshop, discussions took place with a specific focus on the needs of
children, parents and teachers during the transition process to the first grade. Based
on these discussions many conclusions were made, which were later reported to the
principals of primary schools to enable them to respond appropriately to the needs of
parents and children.
Kindergarden teachers created a parent’s questionnaire focusing on cooperation
and communication between parents and children and encouraging children’s
eagerness for school. The questionnaire was given to parents with a personalised
covering letter, signed by the teachers and the principal. The cooperation of parents
was higher in this activity than in any other activity or questionnaire.
Marie Marxtova, Kindergarden Principal
• Ideas Bank – Greece
For Parents…before the transition:
- Taking leave from work for one week.
- Visit an elementary school with the nursery school teacher.
- Go to a school where there will be classmates of their child.
…after the transition:
- Collaborate with the teachers in order to be informed about the progress
of their child.
-
From Teachers
…before the transition:
- Individually interview parents before the child goes to school and
organize the first visit of the child at school in a way that parents could
be present
- Hold frequent discussions in the class on the primary school curriculum
and cooperation with the pedagogue for example.
- Development of an information leaflet where the pedagogical role of the
school as well as the responsibilities of teachers and parents is stated.
- Prepare older children for the intake of new children.
- Organize a party of new children and parents.
…after the transition

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- Divide children into groups so that all children are not entering school in
the same week.
- Gradually increase the length of time the children stay at school
- Allow parents to stay at the nursery school as long as it is necessary.
- Invite parents to a meeting entitled “How you should prepare your child
for the first day.”
- During the first week, encourage parents to stay a few hours with their
child and participate in activities with him or her
- Listen to children and having time to respond to their questions.
- Deal with “difficult” children individually
- Let the child choose what they want to do in their own time.
- Organize activities and games aimed at children getting to know and
cooperate with each other.
- Create a safe learning environment for the children.
- Organise the environment so that children can participate freely in a wide
range of activities.
- Ensure that there is a clear understanding of the rules and boundaries
within the school environment.
- Provide a rich learning environment which will encouraging children’s
creativity, inventiveness, sense of discovery and ability to problem solve.
- Respect the individual child’s need to be on their own.
- Provide opportunities for children to act out their positive and negative
feelings.
- Praise children for their positive behaviour.
- Participate in training seminars.
- Show empathy for parents during the settling in period
- Individual meetings with parents to discuss any problems.
- Organize meetings with professionals.
- Systematic cooperation between families, teachers, children and
specialists
- Parents’ participation, according to their profession, in school activities
- Parents’ participation in school activities for example workshops,
festivities and parties.
• Changes to Practice in Greece
Throughout the duration of the project, Greek pre-school teachers worked on
creating suitable conditions for the children such as group activities, games,
constructions, supervisory and pedagogic material. They encouraged children to
work on their own initiative and offering guidance when necessary. Children were
given an opportunity to choose the activity they preferred according to their interests
and individual needs. This new approach ensured children were better equipped for
primary school and its demands.
In order to ensure good settling in procedures, meetings with parents were
organized to share and exchange information on children’s interests and behaviour at
home. They also discussed with parents problems they were facing with their children.
A parent’s information bulletin was prepared outlining the pedagogical work of the
preschool and any specific interventions carried out with their children. The transition
policy was shared and parents were encouraged to take an interest in the work taking
place within the pre-school.
As a result, parents involvement was strengthened through ongoing meetings and
discussions. This enhanced relationships with the parents who subsequently
organized the Christmas party.

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Vassiliki Riga, Project Coordinator in Greece
• Ideas Bank – Northern Ireland
Visits between the preschool setting and school setting, i.e. preschool leaders
and children visit the school settings, school teachers visit the pre school
setting and parents and children visits the school setting.
Production of good quality, interesting and informative booklets outlining the
importance of the transitions phase for parents and providing opportunities for
parents and children to become more involved in the proves.
Buddy system: establish a system where older children pair up with the
younger children for a period of time at the beginning of the new term to help
them become familiar with their new surroundings.
Home visits: school teachers carry out a home visit prior to the beginning of the
term to introduce themselves and meet their new pupils and their families.
The development of transition teams which have pre school leaders, teachers,
classroom assistants and parents working together to plan and carry activities
which ensure the parent / practitioner / child partnership during the transitions
phase.
A range of fun and enjoyable activities provided in the pre school setting by the
Primary 1 teacher such as story time, walks, creative activities.
The Primary 1 Teachers make changes to physical layout of room so that it
more closely resemble the pre school environment.
Staggered intake where children are introduced to their new classroom and
teacher in stages, and in small groups.
Development of a photograph based book which shows children what the
transition will entail for them.
Information / open days/ open weeks for parents and children to attend.
Book of recollections / advice for new pupils from past Primary1 pupils.
Continuity of resources from preschool to school, e.g. puppets, box of feeling
etc.
Development of summer scheme within the school setting to allow pre
schoolchildren to become more familiar with their new surroundings in a fun
and nonthreatening way.
Practical information for parents and children regarding what will be required
from them, e.g. uniform, schoolbag, lunch etc.
Pre school children to decorate p1 classroom prior to making the transitions.
Portfolio developed in preschool which can be presented to the Primary 1
Teacher and continued.
Forum established where parents of pre school / p1 children meet and
exchange information.
• Changes to Practice in Northern Ireland
Within Northern Ireland the process of Transition from Pre School to school is
completed with varying levels of parental involvement and is generally viewed as a
“one-off” event, with little or no regard for the fact that it is a crucial phase in
children’s lives.
As a result when the training element of this project was implemented within a
range of playgroups, nursery units and schools, the emphasis was on establishing and
improving parent / practitioner relationships as well as improving practice within the
settings.
A range of issues and topics were discussed including the importance of continuity
in curriculum, resources and approach and issues around the physical environment,

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the importance of partnership with parents and the dissemination of research
information.
A number of practitioners made changes to their practice as a result of the project
including:
• Use of parental questionnaires to find out what parents want
• Having an “open room “ policy
• Providing opportunities for parents and children to visit the whole school
• Information regarding the curriculum
• Staggered intake
Other changes have also taken place such as the opportunity for staff from all
settings to meet prior to the new intake; visits form the Primary 1 staff to the
preschool setting to meet the children, and a commitment from preschool staff to visit
the children in first term in their new classroom.
Further discussion took place with participants on the training regarding the
development of transitions teams and parent involvement. It was agreed by all
participants that with sufficient support and encouragement, practitioners would be
willing to establish these teams and further explore the role of parent and what
strategies could be put in place to effectively engage with them. One of the groups
successfully established a transition team which is actively working on plans to
encourage greater parental involvement in the process.
At the end of the process participants responded very positively and reported that
not only had their attitude changed towards transitions, but they were much more
open to meaningful partnerships with parents in make the process as smooth and
seamless for children as possible.
Joanne Morgan, Project Coordinator in Northern Ireland, UK
• Ideas Bank – Poland
Meetings, games and plays are organized by school and preschool teachers
during winter vacation – they invite children undergoing the transition to school
and those who have already undergone this process.
Older siblings and friends share their experiences with younger children during
specially organized, informal meetings.
Primary School teachers visit preschool and speak with the children so that they
understand what the school is all about.
Primary School teachers visit preschool and meet the parents to talk with them
as ‘experts’ on what is required at school and whether their children are
prepared enough to meet these new requirements.
Primary School teachers produce a bulletin for parents with all the information
needed for preparing a child for transition to school
Open School Day organized by school teachers in cooperation with preschool
teachers (e.g. a “Question Box” for parents left at preschool – questions will
then be sent to school and will form the basis for an information bulletin and
parents meeting).
Parents of future Primary 1 pupils meet parents of Primary 3 to exchange their
experiences, fears, opinions.
Each parent is asked to complete a questionnaire on their child (what he or she
likes, what he or she doesn’t like, how they feel in a group, whether they have
siblings, what allergies they have etc.).
A portfolio follows the child (with parents’ permission) from Pre school to
Primary.
Practical exercises (e.g. schoolbag preparation) are carried out at preschool.

15
Transitions meetings should be organized early to allow parents and children to
get to know the teachers, the school premises, routine etc.
Organize the first week of school in a more informal, relaxed way: e.g.
“deskless class” (children seat in circles, have more time to play), “Read Me a
Book” (parents read books to the class).
Parents’ and families’ photographs are on display in the classroom.
Parents, children and teachers decorate the classroom together at the
beginning of the school year
“Time Bank” for parents so that they could develop their own out of school
hours childcare programme (a Time Bank may be also useful for knowledge
exchange purposes).
Parents integrating informal activities organized by the teacher.
Pupils organize a school playground game (preschool children are invited to
participate – they look for treasure and older children provide them with maps
and help find the way in the school building).
• Changes to Practice in Poland
In Poland, as a result of the training programme, each of the participating primary
schools developed different transitions activities, and ways of dealing with the
process. They also demonstrated a variety of approaches to pre-school / home /
primary school collaboration.
In the rural community of JednoroŜec a new physical activity and play project was
developed as the school lacks gym facilities and pupils do not have room for physical
activity. The JednoroŜec training group was very special as it consisted mainly of
parents. Their presence showed how important the transition to school process is to
them and to their children. As a result of their training a one-day excursion to school
for pre-school children was developed. The excursion was prepared jointly by
teachers, parents and school children, and together they looked for a treasure hidden
in the school building. An additional project was developed in which parents decided
to work on organizing cloak spaces in classrooms.
Warsaw Primary School no. 80 demonstrated strong communication links between
parents and children using a range of methods. What they needed was to strengthen
the bonds between school and surrounding pre-schools. Pre-schools teachers were
keen on organizing regular meetings with schools and parents in order to clarify
school requirements around transition. Throughout the training, they worked on good
and effective communication as the basis for closer collaboration in the future.
Warsaw Primary School no 65 was very new to the idea of smooth transitions
based on school-preschool-home collaboration. School teachers taking part in the
training prepared their own transition programme and implemented it successfully for
4 months. Future primary 1 children attended transition and integration classes every
Saturday from March to the end of the school year. Classes were prepared and given
by the primary 1 teacher so that children could slowly get used to school
requirements, get to know their peers and the school building.
Julia Płachecka, Project Coordinator in Poland
• Ideas Bank – Slovakia
Ten steps to be a first-class pupil – list of needs / expectations from school to
parents
Range of joint activities between school and preschool children–for example
workshops, sports days, teacher performances.

16
Use the first class registration process to showcase all positive aspects of the
school
Open day for parents for viewing the school and asking questions
Involving parents in the teaching process during the first weeks of school
Preschool children visiting the school prior to registration
School provides parents with names of the P1 teachers in advance of
registration
Parents decorate a classroom for their children.
Informal meeting for parents during the weekends for sports and cultural
events.
Informal conversations between the teacher and pupils at the beginning of the
week (e.g. Monday morning).
• Changes to Practice in Slovakia
All participants of the training provided by the Union of Mother’s Centres (mainly
preschool teachers) agreed that communication between all parties involved in
transition is very important. Attempts were made to involve a number of primary
schools however not all were interested. The implementation of this project has
resulted in new channels of communication opening between some kindergardens and
primary schools and a consolidation of links in others. Good communication between
parents and school is very important; teachers should show their interest in the
problems, questions, ideas and requests of parents and parents should consider
teachers as equal partners in the education of their child.
During the training many methods for ensuring cooperation were discussed and
implemented with parents such as the development of projects, organizing an open
day for parents, teachers and children and ensuring joint celebrations for kindergarten
and primary school children.
The issue of exchanging information between teachers was debated frequently.
Parents and primary school teachers would welcome more information about children
making the transition from kindergarten to primary school. At present however
kindergartens are prohibited from sharing this information as it is seen as
unprofessional and carries a risk of labeling a child for the rest of his school life. As a
compromise it was agreed that primary school teachers will give questionnaires to
parents about their children and collect data in this format.
There is a need for more effective communication between kindergarten and
primary school in order to receive information on the children’s transition experience.
This information can also act as a feedback mechanism on the teaching method of
kindergarten teachers and whether they have succeeded in effectively preparing
children for the transition. In order to facilitate this, formal meetings have been
arranged between teachers from both settings.
Co-operation is required on many levels between the kindergarten and primary
school and the involvement of parents in this communication is crucial. It is important
that parents remember to help their children not only with homework and academic
development, but also with building their self-confidence and ability to problem solve.
Viera Peciarova, Kindergarten Teacher

17
PART V
COMMON LEARNING DURING THE PROJECT:
One of the most interesting and surprising elements of this collaborative project was
the emergence of a range of common issues and learning, which applied no matter
what age the children started school, the educational system (e.g. compulsory school
age, parents’ involvement)or culture of the individual country. These common issues
included:
• Varying degrees of involvement in the process on behalf of parents, teachers
and other professionals
• Importance of support from the head teacher / principal
• Importance of continuity of support for those who are involved in changing the
transitions process
• Transitions is a process which takes time – the duration of the process is crucial
and should be embedded in the school planning process
• Consultation is a core element of any transitions work and needs to take place
at the most appropriate time for children, parents and professionals
Despite the common core issues relating to transitions, local differences were also
apparent. In taking account of these, each training programme took place within local
areas and refers to a specific group of children – those that were being or would be
taught by teachers participating in the training and were the children of parents
involved in the programme.

18
Appendix 1:
AGE OF P1 CHILDREN IN THE PARTNERSHIP COUNTRIES
*in Poland it will be changed to 6 years in september 2009
Poland* Czech Republic Greece N. Ireland (UK) Slovakia
8
7
6
5
4
3
2
1
Age

Let’s Go to School! Together Through the Transition to School Process (edition), Comenius Foundation for Child Development, Warsaw 2008

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Let’s Go to School! Together Through the Transition to School Process (edition), Comenius Foundation for Child Development, Warsaw 2008