One of the most important social activities and responsibilities is to provide children from an early age with opportunities for high-quality education. One of the most important issues in the functioning of the preschool institution is the issue of openness to the social environment and establishing partnerships with it. The preschool institution and the programmes that are used in it have an effect on the development of children only when, together with the programme, parents and the entire social environment are engaged. The aim of the research conducted on a suitable sample of 41 respondents employed in preschool institutions was to examine their attitudes about the connection of preschool institutions with the social environment consisting of various institutions and organisations. For the purposes of the research, a descriptive method were used. Our initial expectation about the existence of statistically significant differences in the respondents' attitudes of the implementation of cooperation with institutions / organisations from the social environment, as well as the implementation of activities in the field of cooperation with the family, considering some characteristics of the respondents proved correct. The obtained results show that the respondents in kindergartens observe high degree of cooperation with cultural institutions, but also there is the lack of necessary cooperation with institutions in the field of health care. Also, the respondents considered that traditional forms of cooperation with the family are the most common in preschool institutions while modern forms of cooperation are present to a lesser extent. In the future, it is necessary to more intensively connect preschool institutions with the social environment, because in this way children are given the opportunity to expand and enrich their experiences in a direct encounter with the world around them.
The difficulties in adjustment during the transition from kindergarten to school can be caused by different approaches in education used in these institutions. Different approaches used in the educational process in kindergarten and primary school can cause unnatural distance between these institutions, although it is absolutely expected that the best possible educational effects can be achieved only with their mutual effort. Apart from parents, preschool and school teachers represent the most important factor from social surrounding which influences the development of children systematically by means of implementation of different forms of learning. In this paper, we examined the estimates of preschool and school teachers, as experts who systematically influence child development and learning, about the differences in approaching education in kindergarten and primary school. The total sample of the examinees was comprised of 94 preschool teaches and 150 school teachers. For statistical processing of the data and determining statistical significance between the differences in the estimates made by preschool and school teachers, a nonparametric technique, Mann-Whitney U test, was used. The result was statistically significant disparity in the evaluations by preschool and school teachers on the issue, which points to further important pedagogical implications. As one possible reason for significantly different estimates, we can suggest still present "poverty" of the partner relationships and relations between kindergarten and primary school, that is between preschool teachers and teachers. Based on the determined estimates of the examinees in our research, all future research should be oriented toward finding the most beneficial ways for connecting educational activities of kindergarten and primary school.
Some of the imperatives of the modern education are to establish continuity at the initial levels of the education system and a solid and functional relationship between preschool and school education. The purpose of this paper is to identify estimates made by the teachers of preschool children and younger school children about the solutions regarding establishing continuity between preschool and school education. The research included 244 examinees. Gathered results showed that examinees estimate the offered solutions as important and also that there were no significant differences in their estimates with regard to certain social and demographic characteristics. Work experience in elementary school education proved as a variable that influences the teachers’ estimates about the given solutions.
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