{'fraction_non_alphanumeric': 0.024886877828054297, 'fraction_numerical': 0.005279034690799397, 'mean_word_length': 5.635, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Transition as a shared responsibility

ABSTRACT This paper analyses the differences in understanding the transition from the perspective of all those involved in the process (children, parents, teachers), as well as their role in the transition processes. This paper approaches transition as a process of changing educational settings, not just as preparation for school. Approaches to the concept of ‘preparing children for school’ vary, ranging from adapting to school requirements to advocating for the ‘protection’ of children. The theoretical framework deals with changes (identities, activities, learning strategies) and the process of the transition. This paper emphasised the responsibilities of everyone involved in the process of ensuring the quality of transitions. The aim of this research project was to understand the transition from different perspectives. The research was conducted with children through conversational interviews (n = 26) plus surveys with parents (n = 97) and teachers (n = 121). Statistically significant differences were found in the perceptions of responsibility for transition between early childhood and primary school teachers with respect to their role in providing support to families during transition. The informing of children facilitates their transitions into a new environment.