One step closer to a happy school start

The overarching goal of this project was to build capacity in effective communication between preschool and school teachers in supporting school inclusion of children and families experiencing dis...

The overarching goal of this project was to build capacity in effective communication between preschool and school teachers in supporting school inclusion of children and families experiencing disadvantages at preschool age through developing tools and guidance materials in the field of child development and transitions. Over time, teachers have consistently rated their level of involvement in transition and IEP planning as poor, especially among essential domains (e.g., interagency collaboration, career development, working with families, preventing early school leaving among children with learning difficulties or their effective school inclusion ) and they do not feel sufficiently prepared. To address this aim we focused on building capacities of teachers (both preprimary and primary), given that a knowledgeable and skillful teacher makes the greatest impact on educational challenges during the school transition. We also, in practice, enabled future students and their families to have greater support and a better quality transition when enrolling their children in first grade.

- Classroom observation of preschool children aged 5-6 years and identification of those who need special support before starting school - Developing peer support teachers team who are teaching children with learning difficulties to share their experience and mutual learning - Organizing parental meetings with affected parents and discussing their support needs related to their children - Developing strategy for a safe and smooth school transition for children with learning difficulties and their effective inclusion for preventing their early school leaving and reverse them to the kindergarten program - Developing individual learning plans for identified children together with the multidisciplinary team and parents - Developing supporting materials ( brochures, information materials for parents, work materials for teachers to facilitate the transition from kindergarten to school) - Advocacy activities for accepting inclusive processes in education as well as in the entire local community - Developing Project evaluation Report with defining next development steps - Development of a Manual for educators and preschool teachers that will guide new teachers in implementing best transition practices in kindergartens

• Reciprocal collaboration based on open inter-institutional communication is established • Shared responsibility among educators, teachers, and parents in safe and welcoming children at school is increased • Inter-institutional professional learning communities and collaborative learning among educators and teachers is established • Pedagogical practices among educators and teachers in line with the needs of diverse children are improved • Parental involvement and community participation in developing preschool-to-school transition strategies is enhanced • Meaningful professional development among educators and teachers in overcoming student adjustment difficulties in their attendance at school is achieved • The educational continuity between school levels ( preprimary and primary) is reinforced As teachers are the first point of call for a child while at school, it is logical that they act as the primary support for children as they adapt to formal schooling. However, in the transition to formal schooling, it is the preschool teacher rather than the primary school teacher who possesses the knowledge about the children. As they enter formal schooling, teachers from the two schooling institutions should collaborate