Relevant bibliographies by topics / Kindergarten-school continuity

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Kindergarten-school continuity'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Kindergarten-school continuity"

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Babintseva, L. N. "IDENTIFI CATION OF PROBLEMS OF CONTINUITY BETWEEN PRESCHOOL AND PRIMARY GENERAL EDUCATION." Pedagogical IMAGE 17, no. 2 (2023): 218–26. http://dx.doi.org/10.32343/2409-5052-2023-17-2-218-226.

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Introduction. The article is devoted to the identifi cation of problems of continuity between preschool and primary general education in Irkutsk region. The method of solving the problems of continuity between preschool and primary general education in Irkutsk region is described. Methods. A questionnaire was compiled to identify the relevant problems of continuity between preschool and primary general education. Results. Based on the results of the questionnaire, the main problems of continuity between primary and preschool education in educational organizations of Irkutsk region have been id
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Valentina, MÎSLIȚCHI. "VALORIFICATION OF THE KINDERGARTEN-SCHOOL EDUCATIONAL PARTNERSHIP IN PREPARING CHILDREN FOR SCHOOLING." Advances in Education Sciences 1, no. 1 (2019): 40–66. https://doi.org/10.5281/zenodo.3369412.

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The article addresses the issue regarding the valorification of the partnership between the pre-school and primary education institution in order to ensure the quality of the children´s preparation for school. The paper analyzes concepts such as: educational partnership, preparation for school, school maturity; there are highlighted the defining notes of the kindergarten-school educational partnership, the specificity of the kindergarten-school continuity; it is presented a kindergarten-school educational partnership project focused on the optimization of the process of preparing childre
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Teleková, Radka. "The Praxeological Level of Supporting the Continuity of Education During the Child’s Transition to School." Journal of Education Culture and Society 16, no. 1 (2025): 635–49. https://doi.org/10.15503/jecs2025.2.635.649.

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Aim. The presented paper is aimed at finding out and comparing the opinions of teachers of pre-primary education and primary education on selected activities to support the continuity of education during the child’s transition to school. With this aim, pedagogical research was carried out with teachers in Slovakia. Methods. The method used was a questionnaire in which scale questions were used. We statistically evaluated the research findings using descriptive statistics methods. Results. The conduct of the research and the analysis of the results confirmed that there are statistically signifi
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Novoselska, Nadiya, and Oksana Kuzina. "EDUCATIONAL PROCESS FORMS IN A KINDERGARTEN AND PRIMARY SCHOOL IN THE CONTEXT OF CONTINUITY: A COMPARATIVE APPROACH." Educational Discourse: collection of scientific papers, no. 38(11-12) (December 24, 2021): 65–73. https://doi.org/10.33930/ed.2019.5007.38(11-12)-5.

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The statement of basic materials. In accordance with the provisions of the Basic Component of Preschool Education, the State Standard of Primary Education and the main ideas of the New Ukrainian School concept, it is necessary to conduct a thorough comparative analysis of the main forms of organization of teaching activities in a kindergarten and a primary school. Continuity between preschool and primary school age is one of the conditions for continuing education of a child. Continuity can be realized through form (methodological aspect), content (semantic aspect), individualization of learni
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Boardman, Margot. "Full-Day or Half-Day Kindergarten? Kindergarten Teachers’ Voices in the Debate." Australasian Journal of Early Childhood 27, no. 4 (2002): 6–11. http://dx.doi.org/10.1177/183693910202700403.

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Research pertaining to the beneficial and/or detrimental impact of full-day and half day kindergarten attendance for children aged four and five years is limited, with studies conducted overseas focusing on kindergarten children who are 12 months older. A study was designed to investigate Tasmanian kindergarten teachers’ perceptions of the advantages and disadvantages of both half day and full-day kindergarten sessions. Fifty-three full-day and 46 half-day kindergarten teachers responded to the study's postal survey, which was supported by small group interviews. Preparation of children for fu
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Yang, Ji-Ae, and Jeong-Wuk Lee. "Development of a Kindergarten Teacher Training Program for Educational Continuity between Kindergarten and Elementary School." Early Childhood Education Research & Review 22, no. 3 (2018): 143–69. http://dx.doi.org/10.32349/ecerr.2018.6.22.3.143.

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Abdirahkmanova, Laylo Amatovna. "THE IMPORTANCE OF COOPERATION BETWEEN PRE-SCHOOL EDUCATION ORGANIZATION AND SCHOOL IN CHILDREN'S EDUCATION." INTERNATIONAL BULLETIN OF ENGINEERING AND TECHNOLOGY 3, no. 9 (2023): 78–79. https://doi.org/10.5281/zenodo.8394753.

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This article shows that one of the factors affecting the adaptation of a primary school student in society is the continuity of kindergarten and school work, the problem of adapting a first grade student to new educational conditions and solving this problem. it is said that the role of child psychologists, teachers, doctors and scientists in this field has a special place.
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Khairuddinov, Mukhiddin. "Mplementation of pre-administration of joint activity of doo and advanced school on formation of preparedness to school education." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 244–48. http://dx.doi.org/10.33310/2518-7813-2019-66-3-244-248.

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In article the problem of ensuring continuity of preschool, primary education is considered. The success of its training and socialization in general depends on pithiness and continuity of process of psychology and pedagogical escort of the child at early stages of his development. The continuity declared in conceptual and normative documents in education quite often does not find implementation in activity of the educational organizations and institutions. The educational environment and educational practicians of institutions of preschool and primary education, as a rule, rassoglasovana with
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Aram, Dorit. "Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school." First Language 25, no. 3 (2005): 259–89. http://dx.doi.org/10.1177/0142723705050339.

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Nois, Letícia Joia de, Aline Sommerhalder, and Luana Zanotto. "Children’s narratives about play in the context of transition from pre-school to the first elementary school year." Revista Diálogo Educacional 25, no. 85 (2025): 573–88. https://doi.org/10.7213/1981-416x.25.085.ds09.

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It aims to examine and problematize, through children’s narratives, the transition from kindergarten to the 1st year of elementary school, where it concerns playing at school. Authors like Formosinho and Brougère were considered, and it took a qualitative-exploratory nature via narrative interviews with 13 children in the last phase of kindergarten and the 1st year of elementary school. Based on Content Analysis, the results of the Play Culture category highlighted activities with water and/or pools; Dress-up and costume games; Tag and hide-and-seek; Sandboxes and Wooden Outdoor Playground. Th
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Dissertations / Theses on the topic "Kindergarten-school continuity"

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Panizza, Mariana Fernandes. "A gestão das creches conveniadas do município de São Paulo: necessidades, desafios e possibilidades formativas na ação supervisora." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21706.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-11T11:58:30Z No. of bitstreams: 1 Mariana Fernandes Panizza.pdf: 794674 bytes, checksum: f57ad7551afed5144bc7de585f4af49a (MD5)<br>Made available in DSpace on 2018-12-11T11:58:30Z (GMT). No. of bitstreams: 1 Mariana Fernandes Panizza.pdf: 794674 bytes, checksum: f57ad7551afed5144bc7de585f4af49a (MD5) Previous issue date: 2018-10-01<br>This study aimed to comprehend the needs, challenges and formative possibilities of the school management in the kindergartens affiliated to the Education Municipal System (EMS) of São Paulo and t
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Duncan, Mary Schmidt. "Case Study of Teen Mother Perceptions of Their Influence on Preschoolers' Language Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2313.

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Children born to teen mothers tend to score lower on language development assessments and to have school readiness delays. To support teen mothers and their children in improving language development, educators need information about mothers' daily interactions with their children and how they contribute to their children's language development. The purpose of this descriptive case study was to understand mothers'perceptions of how they influenced their children's language development through play, routines, and other informal interactions. Flavell, Vygotsky, and Bruner's views on how learners
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Chalupová, Jarmila. "Kontinuita vzdělávání v mateřských a základních školách ve Středočeském kraji." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-342436.

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This master thesis focuses on the topical theme which is currently gaining momentum, i.e. continuity or connection of the educational process in kindergartens and primary schools. The purpose of this work is to highlight the necessity of cooperation among kindergartens and primary schools in the following educational process, outline the possibilities, limits and pitfalls of this collaboration together with the role of school management. The aim of the master thesis is to determine on the basis of expert sources and empirical investigation how and whether currently proceeds such a cooperation
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Books on the topic "Kindergarten-school continuity"

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Stozharova, Marina. Theory and methodology of mathematical development of preschool children. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1896112.

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The textbook reveals the theoretical foundations of teaching elementary mathematics to preschoolers, starting with the didactic system for the development of elementary mathematical concepts. All the main sections of mathematical work with children are covered — the formation of quantitative, spatial, temporal representations, representations of shape and geometric shapes, magnitude. Much attention is paid to such current problems as the development of visual spatial modeling by preschoolers on an accessible basis, the use of a digital educational environment in teaching elementary mathematics
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Book chapters on the topic "Kindergarten-school continuity"

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Abry, Tashia, Michelle Taylor, Manuela Jimenez, Megan E. Pratt, and Jennifer LoCasale-Crouch. "Continuity and Change in Low-Income Children’s Early Learning Experiences Across the School Transition: A Comparison of Head Start and Kindergarten Classrooms." In Kindergarten Transition and Readiness. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90200-5_4.

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Janus, Magdalena, and Ayesha Siddiqua. "Challenges for Children with Special Health Needs at the Time of Transition to School." In Advances in Early Childhood and K-12 Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9452-1.ch009.

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In this chapter, the transition from pre-school to kindergarten for children who need assistance with developmental/physical disabilities or chronic illnesses (children with “special health needs”) will be discussed. Services available during this transition are often inadequate to facilitate a successful school entry among children with special health needs. Administrative challenges involving multiple services agencies and differences in philosophy of pre-school and kindergarten service providers reduce the continuity of services during transition. While there are numerous strategies in plac
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Johnston, Marilyn. "Constructing Ourselves: The Beginning of an Evolving Philosophy." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0005.

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From the beginning of my experience as a teacher in the OC and its private school precursor, the Thoreau School, I was intrigued with the role that an evolving philosophy played in the development and sustenance of the program. The debating and refining of the philosophy stands in sharp contrast to my experience in educational settings before and after my involvement in this school. In other teaching contexts in which I have participated, both in elementary schools and at the university level, philosophies are seldom discussed or made explicit. Philosophical positions are sometimes imposed, ot
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Turkanis, Carolyn Goodman, and Leslee Bartlett. "Coming Home to School." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0010.

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The continuing involvement of parents and of children from before they enter school to after graduation contributes to the commitment and comfort of this learning community. In the younger grades, there are a lot of little siblings that visit. These preschoolers will later be OC students—and they already feel that they belong and don’t want to leave when their parents need to go. Leslee remembers an enchanting two-year-old who would come in with her older brother. Soon she was a student in Leslee’s classroom—and recently she was interviewed as an OC graduate for a BBC film about the OC. One fo
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Conference papers on the topic "Kindergarten-school continuity"

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Ymirbekova, Akerke, Olga Berkovich, and Ekaterina Malutina. "CONTINUITY OF KINDERGARTEN AND PRIMARY SCHOOL." In Детство равных возможностей: процессы преодоления образовательного неравенства при реализации сетевой модели преемственности. Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-70-2_139.

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Starceva, Natalya, Natalya Antipova, and Svetlana Kitikar. "NETWORK CONTINUITY OF KINDERGARTEN AND SCHOOL IN MODERN CONDITIONS." In Детство равных возможностей: процессы преодоления образовательного неравенства при реализации сетевой модели преемственности. Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-70-2_127.

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Ageeva, Larisa, Olga Berkovich, and Ekaterina Malutina. "CONTINUITY IN THE WORK OF TEACHERS-SPEECH THERAPISTS OF KINDERGARTEN AND ELEMENTARY SCHOOL." In EdDev - дидактика XXI века. Межрегиональный центр инновационных технологий в образовании, 2023. http://dx.doi.org/10.52376/978-5-907623-65-1_05.

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Konuhova, Tatyana. "CONTINUITY IN THE WORK OF TEACHERS-SPEECH THERAPISTS OF KINDERGARTEN AND ELEMENTARY SCHOOL." In Детство равных возможностей: процессы преодоления образовательного неравенства при реализации сетевой модели преемственности. Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-70-2_064.

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Grosenkova, Victoria A., and Tatyana A. Averyanova. "Implementation of the continuity of speech therapy work in preschool and primary education." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-351-356.

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The article proves the need to provide speech therapy assistance to senior preschool children who receive educational services in a rural kindergarten. This area of work is relevant especially for children preparing to become first graders. We consider it necessary to build a system of speech therapy work within the framework of the implementation of the continuity of preschool and primary education. The author cites diagnostic data for children of the preparatory group for school, pointing out the obvious difficulties in their mastering of speech.
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Benigno, Vincenza, Edoardo Dalla Mutta, and Rebecca Tarello. "THE KINDERGARTEN HOSPITAL SCHOOL DURING THE COVID-19 PANDEMIC: A WEB LEARNING ENVIRONMENT (WEB-L-E) SUPPORTING EDUCATION CONTINUITY." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1183.

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Demeneva, Irina, and Larisa Malkova. "COMPETITIVE SYSTEMS TECHNICAL DESIGN AND ROBOTICS AS ONE OF THE FORMS OF CONTINUITY OF CHILDREN'S EDUCATION IN KINDERGARTEN AND SCHOOL." In Детство равных возможностей: процессы преодоления образовательного неравенства при реализации сетевой модели преемственности. Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-70-2_033.

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Nevolina, Olesya, and Natalya Kytisheva. "PATRIOTIC EDUCATION AS THE BASIS FOR THE CONTINUITY OF EXTRACURRICULAR PROGRAMS OF KINDERGARTEN AND SCHOOL (ON THE EXAMPLE OF THE INTERACTION OF MAPEI "KINDERGARTEN NO. 96" AND MAEI "SECONDARY SCHOOL NO. 42" IN PERM)." In Детство равных возможностей: процессы преодоления образовательного неравенства при реализации сетевой модели преемственности. Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-70-2_089.

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Skvorcova, Natalya, Anna Stepanova, and Olga Ilushina. "SCHOOL + KINDERGARTEN = INTERESTING TOGETHER FORMS OF ORGANIZATION OF CHILDREN'S ACTIVITIES IN THE FRAMEWORK OF THE IMPLEMENTATION OF THE NETWORK MODEL OF CONTINUITY." In Детство равных возможностей: процессы преодоления образовательного неравенства при реализации сетевой модели преемственности. Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-70-2_124.

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Tretyakova, Mariya. "JOINT EVENTS, AS ONE OF THE FORMS OF INTERACTION, WITHIN THE CONTINUITY OF THE «SUBJECT-LANGUAGE SCHOOL «DUPLEX» AND THE «CHILD DEVELOPMENT CENTER -KINDERGARTEN NO. 268» (FROM WORK EXPERIENCE)." In Детство равных возможностей: процессы преодоления образовательного неравенства при реализации сетевой модели преемственности. Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-70-2_131.

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