| Description |
The transition from kindergarten to primary school is a key stage in a child’s education, shaped by institutional differences, teaching methods, and individual needs. In the Czech Republic, the final year of kindergarten is compulsory, so nearly all children undergo this shift. Research points to key differences between different stages of education, including discontinuities in school organisation (Nicholson, 2018; Einarsdóttir, 2003), the increased structure and demands of primary education (Lappalainen, 2008), and the stressors children face during adaptation (Correia & Marques-Pinto, 2016). Teachers, parents, and external experts play vital roles in supporting this process, aligning with Bronfenbrenner’s (1979) ecological systems theory. A central issue in the Czech system is the lack of clear curricular guidelines for transition support. While the national curriculum (RVP ZV, 2021) acknowledges developmental differences, it lacks structured approaches. Kindergarten teachers often develop independent strategies, such as promoting independence and self- care. Upcoming curriculum reforms, scheduled for 2026–2027 (NPI, 2025), aim to bridge this gap, but their impact on transition practices remains uncertain. This study explored the perspectives of 17 kindergarten and primary school teachers from a selected region, using interviews, observations, and curriculum analysis. Thematic analysis (Cohen, Manion & Morrison, 2017) revealed common practices and challenges. Findings indicate that kindergartens shoulder most of the transition responsibility, focusing on independence, adaptation, and familiarisation with primary settings. Parental involvement was seen as important but was often limited, especially when children attended school outside their home community. Better collaboration occurred when both institutions were in the same village. While some schools create strong transition practices regardless of curriculum mandates, others struggle without clear guidance. The study highlights the need for structured transition programs and greater institutional cooperation. The forthcoming reform offers a critical opportunity to establish consistent, supportive practices across educational stages.
|