Transition is our Mission Erasmus Project

Project Title

Transition is our Mission

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Quality Assurance; Research and innovation

Project Summary

Ensuring soft transition of children from preschool to school (following: transition) contributes significantly to their better education outcomes (Wright, 2009; Bablett, Barrat-Pugh, Kilagllon, and Maloney, 2011; Ahtolaa, Poikonenb, Kontoniemic, Niemia, and Nurmi, 2012; Petriwskyi, 2013). According to the recent international OECD study (Transitions from Early Childhood Education and Care to Primary Education, 2017), following actions need to be undertaken in order to make progress in this field. Firstly, researchers should proceed with additional studies and analysis of particular aspects of transition. Secondly, there exist explicit evidences (Dunlop, Fabian, 2007; Margetts and Kiening, 2013; Moss, 2013), which indicate that preschool and school professionals are key actors for ensuring successful transition, but work on different levels and are consequently not perceived equally, nor do they have a common understanding on transition. Based on this, it is of great importance to connect professionals from both levels and organise joint trainings and to build professional learning communities (following: PLC) and (Požar Matijašič, Štraus, Rutar, Cotič Pajntar, 2017).
The project is aimed at raising awareness, interest and competencies of preschool and school professionals for ensuring transition between preschool and school environment.
In the first phase, we will provide a snapshot of the situation on transition from preschool to school, which will be made on national levels and comparatively on the international level. The snapshot will comprise a representative sample of preschools and schools (10%) on each national level, answering the e-questionnaire sent to them. Obtained results will be complemented with data, which will be collected at focus groups with parents (2 in each country) and focus groups with children (2 in each country), who attend preschools and schools from the sample. The snapshot of the situation will greatly contribute to a more holistic and deeper understanding of the process of ensuring transition.
In the second phase, we will intensively cooperate with partner preschools and schools in the process of developing the pilot module on transition. A professional learning community (following: PLC) will be formed at the level of each country. Each PLC will be facilitated by the national leading partner and will consist of preschool and school professionals, preschool and school counsellors and preschool and school managers (12 members per PLC). At the level of PLCs, a common understanding on the importance of transition will be created, as well as strategies and approaches to ensure transition, which will serve as a foundation for developing the pilot module. The pilot module will also be based on the exchange of experiences, examples of good practice and challenges on transition, which will be possible during three 3-day study visits. The developed module will enrich the offer of trainings on the topic of transition for preschool and school professionals, which is currently very insufficient.
In the third phase, national leading partners will conduct trainings, based on the pilot module (4 5-day trainings for 30 participants – 120 participants per country), which is intended for both, preschool and school professionals. In this way, professionals from different levels will have the possibility to build PLC and ensure common understanding of transition. Based on the evaluation of conducted trainings and examples of good practice, identified during trainings, a Handbook for preschool and school professionals (O3) on ensuring transition will be developed. The Handbook will consist of the theoretical framework, the snapshot of the situation, strategies and approaches of ensuring transition and examples of good practice.
In the fourth phase, the module will be revised, potentially modified and finalised, based on the final evaluation of trainings. The module and executed trainings will greatly contribute to raising competences of preschool and school professionals for ensuring transition within the project duration and beyond, as trainings will be incorporated in national training programmes and will continue also in the future.
In the last phase, we will encourage potential trainers from organisations, which carry out trainings for preschool and school professionals, to implement the training based on our pilot module into their programmes. Moreover, we also want to raise level of their competencies by organising a Webinar.
Through dissemination activities that will be carried out through all phases, we will encourage a wider discussion of the professional and general public about the importance of ensuring transition. We also aim at informing and raising interest of professional public for the training. Key findings, results and impacts from the project will serve as useful material for further research, dissemination and advocacy activities on the topic of transition.

EU Grant (Eur)

Funding of the project from EU: 245048 Eur

Project Coordinator

PEDAGOSKI INSTITUT & Country: SI

Project Partners

• Pučko otvoreno učilište ‘Korak po korak’
• Osnovna sola heroja Janeza Hribarja Stari trg pri Lozu
• IZGLITIBAS INICIATIVU CENTRS
• Valmieras 5.vidusskola
• Valmieras 2.PII Ezitis
• Djecijivrticsisaknovi
• OS “BRACA BOBETKO” SISAK, CROATIA