Wilfried Griebel State Institute of Early Childhood Research (IFP), Munich, Germany Early transitions – a European Overview Transitions in educational institutions International research: Transition into school Theoretical Transition Approach Coping with discontinuities: Developmental tasks Transition in the children‘s view Experiences of parents Consequences: Dialogue with families from the beginning on International conference “Kindergarten – Preschool Education. Entry to the Educational System – Starting Pedagogic Partnership” of European Parents’ Association (EPA) and Austrian Parents’ Association (APA) October 9th – 10th, Vienna, Austria

Transitions in(to) educational institutions in Europe variety of institutions before compulsory school different ages of child

Transitions in(to) educational institutions: family into elementary elementary to primary primary to secondary etc. Successful transitions enhance coping with further transitions

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Understanding Transitions Sociology, Anthropology:change of culture development of child as a learner Developmental Psychology:change in continuity development of child and parents

Definition: Transitions means life events that … … require coping with discontinuities on various levels … stimulate processes of accelerated and intensified learning in social contexts … are perceived as important biographic experiences of change in identity development (Niesel & Griebel 2007)

Theoretical Transition Approach Ecological developmental theory, social systems (Bronfenbrenner, 1979, 1986) Stress paradigm (Lazarus, 1995; Lazarus & Folkman, 1986) Critical life events, life span (Filipp, 1995) Learning and development as co-construction (Rogoff, 1990; Valsiner, 1989; Vygotski, 1987) Transition approach (Cowan, 1991; Fthenakis, 1999; Griebel & Niesel, 2004; Niesel, Griebel, Netta, 2008)

Transition: Coping with discontinuities individual level - changes in identity - regulation of strong emotions - acquisition of competencies interactional level - new relationships - changes and loss of relationships - new roles contextual level - integration of different environments - coping with additional family transitions

Transition as a Co-Constructive Process educators school teachers helping professionals social network mothers, fathers, girls, boys develop communicate participate transition competencies cope transition children become Kindergarten-parents become parents of a and schoolchildrenKindergarten- and schoolchild help with enhance

Transition in the children‘s view Strong emotions Selected knowledge Cope in context Play and learn „And what does a School-child do?“ „Have fun … have joy. And concentrate and homework.“

Experiences of parents Seek for information Cope emotionally Seek for continuity Restructure daily routine Traditionalize parenting style Emphasize child‘s (cognitive) competences Be overcompliant with demands

Successful transitions: wellbeing effective learning

Transition in social context: dialogue with family from the beginning communication, participation and cooperation of professional stakeholders

Parents in transition need partners

Parents are partners in shared responsibility cooperation that is deliberate, purposeful, equal, and low competitive co-construction of transition

child and parents in transition local and regional projects school nursery school of cooperation curricula and administrative regulations of Laender providers‘ organizations national reportfoundations Transition Approach in context scientific conferences European Socrates Grundtvig 1.1. program TRANSITION curriculum Bolzano, Italy international scientific community