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Artykuły w czasopismach na temat „Kindergarten and primary school”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Li, Mingyue, and Shiya Zhou. "The Current Situation and Investigation and Analysis of Home School Cooperation in the Connect between Kindergarten and Primary Education under the "Double Reduction" Policy." World Journal of Educational Research 11, no. 5 (2024): p209. http://dx.doi.org/10.22158/wjer.v11n5p209.

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After the implementation of the "Double Reduction" policy, there are more standardized and scientific requirements for the connect between Kindergarten and primary education. Various regions have begun to implement policy requirements and vigorously promote the connect between primary and secondary education. However, carrying out home school cooperation during the connect from kindergarten to primary school still faces practical difficulties and challenges.Therefore, this study mainly adopts questionnaire survey and interview methods to investigate and analyze the current situation of home sc

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Zhao, Mengyao, and Jingru Yan. "Research on the Current Status and Countermeasures of Family Education Guidance Provided by Kindergartens in the Transition from Kindergarten to Primary School: A Case Study of X Kindergarten in Jimo District, Qingdao City, Shandong Province." World Journal of Educational Research 11, no. 5 (2024): p203. http://dx.doi.org/10.22158/wjer.v11n5p203.

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This study investigates the current status of family education guidance provided by kindergartens during the transition from kindergarten to primary school in Jimo District, Qingdao City, Shandong Province, and proposes recommendations and strategies for improvement. The research identifies several issues, including deficiencies in the organizational management of family education guidance by kindergartens and the lack of a robust regulatory framework. To address these challenges, kindergartens should establish a constructive mutual assistance mechanism for family education during the transiti

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Xenofontov, Ion Valer. "Kindergartens in interwar Chisinau." JOURNAL OF ETHNOLOGY AND CULTUROLOGY XXXVI (December 2024): 112–19. https://doi.org/10.52603/rec.2024.36.14.

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Based on unpublished historical sources, statistical data of the period, specialized literature, etc., the first stage of primary education in interwar Chisinau was researched and analyzed, namely schools for young children (kindergartens), provided for children aged 4-7, being optional for children aged 4-5 and mandatory for those aged 5-7 in the localities where such institutions operated. After the Union in 1918, state kindergartens operated in Chisinau next to primary schools or in separate spaces. Towards the end of the interwar period, the number of kindergartens was 23. Specialized staf

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Kokkalia, Georgia, Athanasios S. Drigas, Alexandra Economou, and Petros Roussos. "School Readiness From Kindergarten to Primary School." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (2019): 4. http://dx.doi.org/10.3991/ijet.v14i11.10090.

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The current paper review gives a brief and representative description of the role that school readiness from kindergarten education to primary education plays in every child’s academic life. Therefore many researchers note that school readiness tools play a notable role for the kindergarten teachers, the family and of course for the child in order to achieve a successful school life. Thus, the research team of this paper gives the presentation of some school readiness tools that are used by kindergarten teachers and specialist’s worldwide scoping to underlie strengths and weaknesses of prescho

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Tian, Xiaoyi, Dong Xu, Liqun Wu, et al. "Thinking of Two-Way Cohesion at the Young Age of China—Interpretation of the Guiding Opinions on Vigorously Promoting the Scientific Connection Between Kindergartens and Primary Schools." Journal of Advanced Research in Education 1, no. 1 (2022): 21–27. http://dx.doi.org/10.56397/jare.2022.11.03.

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The smooth transition from kindergarten to primary school is of great significance to the healthy development of children in the future. The release of the guiding opinions on vigorously promoting the scientific connection between kindergartens and primary schools clearly puts forward the concept of two-way connection between kindergartens and primary schools for the first time. Its essence is to reshape the reform value of basic education, highlight the concept of good educational ecology, and solve the problem of steep connection from the root. It proposes that kindergartens and primary scho

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Erkan, Nefise Semra, Nurten Elkin, Derya Kavgaoğlu, Sümeyye Ocal Dörterler, and Buse Kerigan. "Views of Kindergarten and First-Grade Teachers on School Readiness." Theory and Practice in Child Development 1, no. 1 (2021): 1–24. http://dx.doi.org/10.46303/tpicd.2021.2.

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This study aimed at investigating the views of kindergarten and first-grade teachers on school readiness. The study group of this study consisted of kindergarten (n=16) and first-grade teachers (n=16) working in public and private kindergartens and primary schools affiliated with the Ministry of National Education in Istanbul, Turkey. The phenomenology model, one of the qualitative research designs, was adopted in this study. The “Semi-Structured Teacher Interview Form” prepared by Erkan was used to determine the opinions of teachers on school readiness. The data obtained from the study were a

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7

Deutscherova, Beata. "Resilience of beginning and advanced teachers in managing various changes in their profession." Journal of Language and Cultural Education 9, no. 2 (2021): 77–83. http://dx.doi.org/10.2478/jolace-2021-0013.

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Abstract The paper is devoted to obtaining information on the resilience of kindergarten and primary school teachers. In the research, special attention was paid to beginning teachers, who we thought were more likely to be less resilient than teachers with longer experience. The research sample consisted of teachers of selected kindergartens and primary schools throughout the Czech Republic. The aim of the research was to find out whether there are differences in resilience between selected groups of teachers due to the current pandemic situation that each teacher had to deal with. Analysis of

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8

Skubic, Darija. "Verbal Abuse in Kindergarten and Primary School." Ars & Humanitas 12, no. 1 (2018): 104–23. http://dx.doi.org/10.4312/ah.12.1.104-123.

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In Slovenia and abroad, there is a fairly extensive literature on abuse of different forms, making it appear that there are very different and specific uses of certain terms that indicate the same activity or issue, such as abuse, aggression, aggression, suffering, forcing, and bullying. One of the common forms of abuse is verbal abuse, namely verbal expressions of disrespect to the victim. We live in a time when social inequality is very quickly growing among the residents of the Republic of Slovenia. In various documents produced by the European Union, preschool education in particular, but

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9

Skubic, Darija. "Verbal Abuse in Kindergarten and Primary School." Ars & Humanitas 12, no. 1 (2018): 104–23. http://dx.doi.org/10.4312/ars.12.1.104-123.

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In Slovenia and abroad, there is a fairly extensive literature on abuse of different forms, making it appear that there are very different and specific uses of certain terms that indicate the same activity or issue, such as abuse, aggression, aggression, suffering, forcing, and bullying. One of the common forms of abuse is verbal abuse, namely verbal expressions of disrespect to the victim. We live in a time when social inequality is very quickly growing among the residents of the Republic of Slovenia. In various documents produced by the European Union, preschool education in particular, but

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10

Xie, Jiajia. "Exploration of Strategies for Cultivating Creativity in the Context of Curriculum Gamification during Kindergarten-Primary School Transition." Academic Journal of Management and Social Sciences 10, no. 2 (2025): 177–84. https://doi.org/10.54097/ky6vye72.

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Edward once stated, "Creativity is the most important human resource; without creativity, there is no progress." The China Basic Education Association has also emphasized in educational forums the importance of cultivating top-tier innovative talents. Such talents rely heavily on the stimulation of students' innovative thinking and the development of creativity. Currently, some kindergartens exhibit a trend of primary school-oriented practices, focusing excessively on knowledge transmission while neglecting the cultivation of comprehensive qualities, particularly creativity. Moreover, the unid

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11

Winter, J., A. Jablonski-Momeni, K. Pieper, and A. Ladda. "EFFECT OF INTENSIFIED PREVENTION ON DENTAL HEALTH OF CHILDREN DEPENDING ON SES." Community Dental Health 33, no. 04 (2016): S17—S18. https://doi.org/10.1177/0265539x2016033004027.

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This study aimed to ascertain whether the dental health of primary school children can be improved by introducing a group prevention program based on applications of fluoride gel and supervised tooth-brushing, following intensive preventive care in kindergarten. Method: Twenty schools in Northern Hesse, Germany were chosen by lot to be included in the intensified prevention based on tooth- brushing with fluoride gel (fluoride content 12,500 ppm) under supervision of a dental assistant at intervals of three weeks during school session (test group). Pupils in 23 other primary schools (control) r

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12

Thestrup, Klaus. "A Platform for Playing – Experimenting communities and open laboratories in a global perspective." BUKS - Tidsskrift for Børne- & Ungdomskultur 38, no. 66 (2022): 16. http://dx.doi.org/10.7146/buks.v38i66.133784.

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This text is sketching out a pedagogical framework for how children, pre-school teachers and teachers could start communicating, playing and experimenting with others across time and space, both locally, regionally and indeed even globally using digital media. The framework takes the form of a number of figures developed during different research projects where children in kindergarten, kindergarten class and primary school were involved. It is not an exact step-by-step manual but the text represents a way for pedagogical institutions to understand and design a use of digital media and digital

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13

Apostolou, Zoi, and Nektarios Stellakis. "Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula." Journal of Childhood, Education & Society 1, no. 2 (2020): 87–102. http://dx.doi.org/10.37291/2717638x.20201234.

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The purpose of this research paper is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers on the integration of kindergarten and first-grade of primary school language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 326 kindergarten teachers and 306 teachers who were teaching at

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14

HOMON, ОLHA. "EFFECT OF MODERN TEACHING METHODS AND NEW EDUCATIONAL TECHNOLOGIES ON THE CREATION OF EDUCATIONAL MATERIALS AND THE FORMATION OF TEACHING AND EDUCATIONAL COMPLEXES “KINDERGARTEN – PRIMARY SCHOOL”." Structure and Environment 12, no. 2 (2020): 59–65. http://dx.doi.org/10.30540/sae-2020-006.

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On the basis of use of modern research methods, the requirements for designing new types of teaching and educational complexes “Kindergarten – Primary School” were determined. It was established that the form and methods of kindergarten education have a certain analogy with the education in the first grades of primary school, which is one of the factors of feasibility of blocking and cooperation of the senior kindergarten groups with the elementary grades of general education schools and the formation of teaching and educational complexes on this basis, which enables receptiveness to demograph

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15

Guo, Nvjie, Jingjing Lu, Zhijie Chen, and Han Xiao. "The Problems and Suggestions on Education of Transition from Kindergarten to Primary School in Zhoushan City." Journal of Language Teaching and Research 9, no. 4 (2018): 818. http://dx.doi.org/10.17507/jltr.0904.20.

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Education transition from kindergarten to primary school is an educational process, and it is also an important turning point in child development. Physical and mental developments of children are different in kindergarten and primary school. It is important to make a smooth transition from kindergarten to primary school, in order to promote sustainable development and improve education quality. The Learning and Developing Guidelines for 3-6 Child stipulates Kindergarten should work in close cooperation with family and community, connect with primary school, make good use of all education reso

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16

Von Kotzebue, Lena, Laura Müller, Heidi Haslbeck, Birgit J. Neuhaus, and Eva-Maria Lankes. "Cognitive Activation in Experimental Situations in Kindergarten and Primary School." International Journal of Research in Education and Science 6, no. 2 (2020): 284. http://dx.doi.org/10.46328/ijres.v6i2.885.

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Cognitive activation is one of the central quality characteristics of teaching. Studies which analyzed cognitive activation in science instruction and its influence on the achievement and the interest of students, took most of the times place in higher grades. Since scientific thinking can be taught at a very early stage and, in particular, experimental situations should be designed cognitively activating so that they can be optimally used as learning opportunities. Therefore, this study examined cognitive activation in experimental situations. For this purpose, we video recorded five lessons

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17

Barakina, T. V. "POLYTECHNICAL EDUCATION FROM KINDERGARTEN AND PRIMARY SCHOOL." Informatics in school 1, no. 8 (2018): 28–33. http://dx.doi.org/10.32517/2221-1993-2018-17-8-28-33.

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The prospects for the development of polytechnic education at the preschool level of education and in primary school are analyzed in the article. The problems of the development of constructive skills in preschoolers and younger students, the formation of children’s ability to work with constructors of various kinds are discussed in the article.

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18

Chan, Chi Wai. "Leading today’s kindergartens." Educational Management Administration & Leadership 46, no. 4 (2017): 679–91. http://dx.doi.org/10.1177/1741143217694892.

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Studies on school leadership in Hong Kong have mainly focused on primary and secondary schools, with only a handful of studies looking at leadership in early childhood education. This paper aims to report the findings of a study on strategic leadership in Hong Kong’s kindergartens. It discusses the challenges that Hong Kong kindergarten leaders are facing and the need for practising strategic leadership. It then reports the findings of practices valued by the leaders of Hong Kong kindergartens. The findings of this study reveal, that apart from the abilities to exercise sound planning and mana

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19

Travar, M. "KEY DIFFERENCES IN APPROACHING EDUCATION IN KINDERGARTENAND PRIMARY SCHOOL." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (9) (2019): 62–66. http://dx.doi.org/10.17721/2415-3699.2019.9.15.

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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

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Terzieva, Galena. "PROFESSIONAL COMPETENCE DEVELOPMENT FOR ADAPTED PHYSICAL EDUCATION." Педагогически форум 7, no. 1 (2019): 40–50. http://dx.doi.org/10.15547/pf.2019.005.

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The children with special educational needs are educated in a friendly environment in kindergarden and in primary school icluding during gym classes. The aim of this study is to analyze the level of development of prfessional competency of future kindergarten and primary school teachers for adapted education during gym classes. To analyze the methods of didactical testing, resolving of casus and pedagogical observation were applied. After completing specialized training the students from “Pre-school and primary school pedagogy” major developd sufficient level of competency for inclusion of chi

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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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Homon, Olha, and Gelena Kovalska. "METHODS OF EDUCATIONAL FACILITY DESIGN USING UNIFIED BLOCK UNITS." Current problems of architecture and urban planning, no. 63 (April 14, 2022): 218–26. http://dx.doi.org/10.32347/2077-3455.2022.63.218-226.

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The article covers the effective methods of a timesaving public facility design and construction and specifies the method of the kindergarten and primary school design using unified block units. The war started by the hostile country against Ukraine has completely changed our lives. Demolished houses and public buildings, industrial facilities, the infrastructure, whole villages and cities became striking realities that challenged the architects and urban designers to solve the issue of prompt and complex reconstruction in the cities. Because of the war, Ukraine will soon face the demand for f

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Manurung, Sulastri, Dewi Yana, Adam Adam, and Juwita Boneka Sinaga. "Pelatihan Bahasa Inggris bagi Guru TK Negeri dan Pos PAUD Kota Batam." Jurnal Abdimas Adpi Sosial dan Humaniora 2, no. 4 (2021): 164–69. http://dx.doi.org/10.47841/soshum.v2i4.4.

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English is not included as a compulsory subject for Elementary School and young learners. However, most kindergartens and private primary schools in Batam, teach and use English intensively. It is different from the case of most state Kindergartens and in which teaching and learning English is very limited. This is also due to lack of knowledge and skills of teachers who teach in Kindergartens so teaching learning English for kindergarten students is difficult to apply. Based on the problem above, the lecturers team of English Department University of Riau Kepulauan provides English language t

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Majerčíková, Jana, and Hana Navrátilová. "Polarities of Compulsory Education from the Perspective of Parents and Kindergarten Teachers." European Journal of Social Science Education and Research 5, no. 3 (2018): 56–61. http://dx.doi.org/10.2478/ejser-2018-0057.

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Abstract This empirical study deals with the issue of compulsory education in kindergartens, which was implemented in the Czech Republic in 2017. Children aged 5 must attend kindergarten or opt for individual home-schooling. The intention of this Czech educational policy step was to raise the preparedness and eligibility of children for compulsory primary school education and to eliminate or compensate for potential handicaps when detected. The aim of the research was to document the reflections of parents and kindergarten teachers on the realization of the compulsory pre-school education, spe

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Majerčíková, Jana, and Hana Navarátilová. "Polarities of Compulsory Education from the Perspective of Parents and Kindergarten Teachers." European Journal of Social Science Education and Research 8, no. 2 (2021): 108–17. https://doi.org/10.26417/e3zeg132.

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This empirical study deals with the issue of compulsory education in kindergartens, which was implemented in the Czech Republic in 2017. Children aged 5 must attend kindergarten or opt for individual home-schooling. The intention of this Czech educational policy step was to raise the preparedness and eligibility of children for compulsory primary school education and to eliminate or compensate for potential handicaps when detected. The aim of the research was to document the reflections of parents and kindergarten teachers on the realization of the compulsory pre-school education, specifically

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Klein, Vladimír, and Viera Silonova. "Attitudes of teaching staff towards the work of kindergarten school support teams in Slovakia." Actual problems of the correctional education (pedagogical sciences). 23 (June 13, 2024): 364–81. https://doi.org/10.32626/2413-2578.2024-23.364-381.

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The research focuses on exploring the views of kindergarten teaching staff on inclusive education, with an emphasis on the position and roles of school support team members. It explores the views and attitudes of kindergarten principals, teachers and teaching assistants towards the professions of school special educator and teaching assistant and their practice at the pre-primary level of the school system. A self-constructed questionnaire was used, which was completed by a total of 394 respondents from 142 kindergartens. The authors confirmed that an essential and extremely important determin

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González, Carolina, Ramón D. Castillo, José Patricio Franzani, and Cristian Martinich. "Screening of Developmental Difficulties during the Transition to Primary School." International Journal of Environmental Research and Public Health 18, no. 8 (2021): 3958. http://dx.doi.org/10.3390/ijerph18083958.

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The five-to-fifteen (FTF) questionnaire is a screening tool completed by parents that is able to distinguish developmental disorders in children aged 5 to 15 years old. The current study aimed to characterize the developmental difficulties by gender and school age (kindergarten and first grade) of children in their transition to primary school, using the Spanish-language version of the FTF questionnaire. The participants were 541 parents of typically developed children from kindergarten and first grade in public schools in Chile. Developmental difficulties were revealed, showing that boys disp

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Dhieni, Nurbiana, Lara Fridani, and Sri Wulan. "Teachers’ Strategies in Supporting School Readiness and Transition to Primary School after Pandemic Era." JPUD - Jurnal Pendidikan Usia Dini 18, no. 1 (2024): 208–17. http://dx.doi.org/10.21009/jpud.181.15.

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According to some early childhood education experts, a child is ready for school if they have the specific information and abilities they need to do so. They define readiness in this sense as a state that must be achieved before studying at school. Previous research has linked sustained academic performance across life to preparation for school. In this study, the researchers examined the strategies used by kindergarten teachers to support children's school readiness and transition to elementary school after the pandemic. Specifically, this research aims to find out the learning strategies imp

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Marcone, Roberto, Antonietta Caputo, and Ciro della Monica. "Friendship competence in kindergarten and primary school children." European Journal of Developmental Psychology 12, no. 4 (2015): 412–28. http://dx.doi.org/10.1080/17405629.2015.1031215.

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Leckie, Rozaini, Smita Shah, Bin Jalaludin, and Auburn Immunisation Task Force. "School entry immunisation certificates: a useful tool for immunisation surveillance?" Communicable Diseases Intelligence 20 (January 8, 1996): 5–8. https://doi.org/10.33321/cdi.1996.20.2.

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In New South Wales, all children starting school must provide a certificate of immunisation to school authorities. We conducted a study to document the usefulness of immunisation certificates in surveillance of immunisation uptake in these children.In late 1994 we reviewed immunisation records in all primary schools in the Auburn local government area. We classified a child’s immunisation status as ’complete immunisation’, ’incomplete immunisation’ or ’invalid’.Schools had immunisation certificates for 72% of all kindergarten children. Seventeen per cent of kindergarten children did not have a

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Dilek, H. Pazardzhakla. "Games in the transition from kindergarten to school." Proceedings College Dobrich XIV (December 22, 2022): 75–85. https://doi.org/10.5281/zenodo.7560210.

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This article aims to show the importance of play, as a method of learning, in the transition from kindergarten to school. It views the differences and similarities in preschool and early school education as well as the use of digital tools in education. The Kahoot platform, which is presented, allows teachers to choose the materials to be practised or tested. Through a developed test, which is suitable for children of preschool and primary school age, we tested their lexical knowledge of English in a more accessible and fun way. The results and the summary of a survey distributed for completio

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Klasnić, Irena, Marina Đuranović, and Anica Vragović. "A critical incidents analysis – Children's school readiness." Cypriot Journal of Educational Sciences 17, no. 6 (2022): 2061–75. http://dx.doi.org/10.18844/cjes.v17i6.7498.

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Children’s school readiness implies their ability to adjust to the requirements imposed by school, to meet the teachers’ criteria, to show progress in learning and to their abilities in general. The purpose of this research is to identify the critical incidents relating to children’s school readiness. In the context of children’s entry into obligatory primary education, there are numerous issues of key importance for a harmonious transition from the kindergarten environment to primary school. The data were collected during group discussions between kindergarten teachers (n = 12) and primary ed

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Alawneh, Yousef Jaber. "Role of Kindergarten Curriculum in Instilling Ethical Values among Children in Governorates of Northern West Bank, Palestine." Dirasat: Educational Sciences 49, no. 3 (2022): 360–75. http://dx.doi.org/10.35516/edu.v49i3.2337.

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Objectives: This study aims to identify the role of kindergarten curricula in instilling ethical values among children from the point of view of kindergarten’s principals and teachers in the northern governorates in West Bank, Palestine. Methods: The study relies on an analytical descriptive approach. The sample of the study consisted of (317) kindergarten principals and teachers selected in a random manner. A survey consisting of (40) paragraphs spread over four areas (objectives, content, methods and activities, calendar) was designed; the validity and reliability coefficients of the q

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Fleisz-Gyurcsik, Anita. "A Systematic Review of Research Exploring Stakeholder Views on the Kindergarten-school Transition." Journal of Studies in Education 11, no. 3 (2021): 147. http://dx.doi.org/10.5296/jse.v11i3.18893.

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A smooth kindergarten-school transition is till problematic, even thoughit has been receiving attention from researchers as well as education professionals (e.g. Heckman, 2011). It is clear to everyone that children, kindergarten teachers, primary school teachers, and parents are all greatly affected by the kindergarten-school transition (e.g. Correia & Marques-Pinto, 2016). Therefore, the goal of my study is the systematic review of research exploring the kindergarten-school transition related views and opinions of the stakeholders. A search was conducted for English language studies that

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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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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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Stephanou, Georgia, and Maria Doulkeridou. "Parental Competence Beliefs and Attributions for Achievement in Kindergarten: Effects on Parent Expectations." International Journal of Social Science Research 8, no. 2 (2020): 199. http://dx.doi.org/10.5296/ijssr.v8i2.16766.

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The aim of this study was to examine (a) parental attributions for children’s performance in language, mathematics and globally school in kindergarten, (b) whether parents’ perceptions concerning their children’s academic ability predict the children’s school performance in kindergarten, the subsequent parental attributions, and the impact of school performance and parental attributions on parental expectations concerning their children’s later school performance in the first primary school year, and (c) the role of the three sets of concepts (perceived academic ability, performance in kinderg

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Stárek, Lukáš. "Social disadvantage from the perspective of a teacher in preschool education." Perspectives of Science and Education 49, no. 1 (2021): 338–56. http://dx.doi.org/10.32744/pse.2021.1.24.

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Introduction. The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten. Methodology. By using three case studies the author has found out how a status of a

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Li, Xiujin. "Under the Horizon of Double Reduction: A Study on Kindergarten-to-Primary School Transition in Fuzhou." Journal of Management and Social Development 2, no. 1 (2025): 173–77. https://doi.org/10.62517/jmsd.202512125.

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This study focuses on the educational environment under the background of the "double reduction", and deeply analyzes the practical landscape of early childhood transition work in Fuzhou city. The study used a combination of questionnaire surveys and field observations to conduct a systematic survey of teachers and parents in multiple kindergartens and primary schools in Fuzhou. Research has found that there are prominent problems in the current transition between primary and secondary education, such as curriculum gaps and ineffective collaboration between families and schools. Based on this,

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Triff, Dorin-Gheorghe, Zorica Triff, Mușata-Dacia Bocoș, and Eugenia Naghi. "Communication with superiors and colleagues and other occupational stressors. Correlations with work ability, self-efficacy and health in employees from primary and secondary education." Romanian Journal of Occupational Medicine 70, no. 1 (2019): 20–27. http://dx.doi.org/10.2478/rjom-2019-0003.

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Abstract During periodic occupational medical checkup, in a sample including all employees from two high schools, a secondary school and a kindergarten, we administered through voluntary completion, questionnaires which assessed the employees’ occupational stress in terms of individual characteristics, anxiety, sense of self-efficacy, work ability, emotional exhaustion and health status (using ShortForm 36 questionnaire). A number of 233 questionnaires were returned. Only the occupational stressor represented by communication with superiors correlates significantly negatively with work ability

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Vukašinović, Antonija, and Bruno Matijašević. "Educators' and teachers' perception of children's transition from kindergarten to school according to the child-centered competences for early childhood education and care (CCECC) conceptual framework." Školski vjesnik 73, no. 1 (2024): 158–70. https://doi.org/10.38003/sv.73.1.11.

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The importance of early childhood education and care can be seen in the competences of six-month-old to school-age children, making it necessary to continuously establish connections between the two education systems. A good relationship between kindergarten and schoolteachers results in benefits that empower the child from an emotional, cognitive, and social perspective. In this way, the child is put in a familiar environment, and the teacher is familiar with the child’s overall growth and development. This study, therefore, aims to obtain a full picture of the importance of the transition fr

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Yang, Xilin, Zhen Zeng, and Qiang Lan. "The Application of Montessori Teaching Method in the Connection between Preschool and Primary School Aesthetic Education." Journal of Social Science and Humanities 6, no. 11 (2024): 49–53. https://doi.org/10.53469/jssh.2024.6(11).10.

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The unique charm of Montessori pedagogy stems from a thorough understanding and research of young children, centered around the child, creating a "prepared environment" that guides children to work independently, stimulating their autonomous awareness, developing abilities such as independence, concentration, creativity, and social skills, and promoting comprehensive growth and development. The transition from kindergarten to primary school has always been of great concern. Everything in primary school is new, and how should young children face these new challenges? Children need to be prepare

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Siahaan, Maranatha Duva, Ashri Yudhistira, and Sabri. "Knowledge Level of Gracia Sustain Foundation TK/SD Medan Teachers about Acute Otitis Media." Journal of Endocrinology, Tropical Medicine, and Infectious Disease (JETROMI) 4, no. 4 (2024): 191–98. http://dx.doi.org/10.32734/jetromi.v4i4.14911.

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Background. Acute Otitis Media (AOM) is a rapidly developing inflammatory condition within the middle ear that commonly occurs in children. Kindergarten / elementary school teachers educate children who may also have indications of AOM, so if these teachers have a sufficient level of knowledge about AOM, it will be easier to identify and especially prevent it. This study set intended to investigate parents' attitudes and knowledge on treating their children's acute otitis media Methods. This study is a descriptive study that uses a cross-sectional analytic approach. Sampling was done using the

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Uibu, Krista, Eve Kikas, and Kristiina Tropp. "Instructional approaches: differences between kindergarten and primary school teachers." Compare: A Journal of Comparative and International Education 41, no. 1 (2011): 91–111. http://dx.doi.org/10.1080/03057925.2010.481121.

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Filia, Antonietta, Giuseppe Ciarrocchi, Rossana Belfiglio, et al. "Tuberculosis in Kindergarten and Primary School, Italy, 2008–2009." Emerging Infectious Diseases 17, no. 3 (2011): 514–16. http://dx.doi.org/10.3201/eid1703.101440.

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Benetti, Elisa, and Gianluca Mazzini. "Coding: First Steps from Kindergarten up to Primary School." Journal of Engineering Research and Sciences 2, no. 3 (2023): 16–30. http://dx.doi.org/10.55708/js0203002.

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Aisyah, Siti, Susi Yusrianti, and Fauzan Ahmad Siregar. "Peran Pengawas terhadap Profesionalisme Guru melalui in House Training (IHT) pada TK Islam Terpadu Ananda." AS-SABIQUN 5, no. 4 (2023): 973–92. http://dx.doi.org/10.36088/assabiqun.v5i4.3576.

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The primary responsibility of school supervisors in general is to supervise in the managerial and academic fields. The role of school administrators is critical in overcoming problems, particularly in increasing teacher professionalism and adapting to technological advances and changing times. Teacher professionalism refers to the necessary competencies, which include pedagogic competence, personal competence, professional competence, and social competence. In today's globalized world, school administrators are faced with roles that require more skills in terms of school construction. The foll

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Sakellariou, Maria, Maria Banou, Eleni Loizou, and Charilaos Zaragas. "Views of Greek Primary Education Professionals on the Utilisation of Play within Preschool and School Environments." East African Scholars Journal of Education, Humanities and Literature 7, no. 02 (2024): 40. http://dx.doi.org/10.36349/easjehl.2024.v07i02.002.

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Although play comprises a key factor for children’s learning and development, it seems not to be connected with learning or utilised for pedagogical purposes, by a large part of the educational community within Greek preschool environments. This study, conducted during the 2019-2020 school year, aims at exploring, with the aid of a questionnaire, the views of kindergarten educators (N:715) and elementary school teachers (N:793) throughout Greece, regarding play and its utilisation as a didactic tool in kindergarten and elementary school. The investigational data showed that within school envir

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Martins de Sousa, Eusébio José, and Ana Isabel Santos. "Educational Approximations Between Preschool and Primary School: The Perspective of Kindergarten and Primary School Teachers." Journal of Educational and Social Research 11, no. 4 (2021): 14. http://dx.doi.org/10.36941/jesr-2021-0073.

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This article aims to understand how a group of preschool and primary school teachers view the process of educational transition between these two educational contexts, considering the consequences that these moments have on the children's school career and on their own personal and social experience, and that teachers play a key role as links between both. Methodologically, this research is based on the collection of information through a questionnaire survey, with open and closed questions, filled in by 20 preschool educators and 20 primary school teachers from the Autonomous Region of the Az

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Andriana, Chusnia, Burhanuddin Burhanuddin, and Ahmad Yusuf Sobri. "The Transition Policy from Kindergarten to Primary Education." Eurasia Proceedings of Educational and Social Sciences 37 (October 30, 2024): 60–69. https://doi.org/10.55549/epess.859.

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This research aims to comprehensively investigate the implementation of the kindergarten to primary school (PAUD-SD) transition policy in Tumpang District. The research method employed is qualitative with a descriptive approach. Data collection involved interviews, document gathering using recording tools and notebooks, along with references from relevant literature. Data analysis was conducted using the qualitative analysis method by Miles and Huberman, involving data reduction, data presentation, and data verification. To validate data authenticity, a triangulation approach was utilized, eng

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