Educational program planning

Planning and implementing an educational programme for the smooth transition from kindergarten to primary school: the Greek project in all-day kindergartens

Helen Ch. Carida*

Primary Education Adviser, 8th Educational District of Piraeus, Ministry of Education, Lifelong Learning and Religious Affairs, Greece

The transition from kindergarten to primary school constitutes a significant point in children’s development, entailing definitive effects on their personality and the formation of their behaviour, but also on their school performance. Innovative Educational Programmes constitute a nodal point for the development of cooperation among the educational institutions, aiming to facilitate the transition procedure. Based on the circular of the Ministry of National Education and Religious Affairs (Ref. No. 8495, 19-11-2007) and within the frame- work of Sub-programme 6, entitled ‘Innovative interventions in all-day kindergartens’, in the 4th District of Preschool Education, Prefecture of Piraeus, school year 2007–8, six transition projects were prepared, having as their subject the ‘Facilitation of the smooth transition from kindergarten to primary school’. The aim of this article is to present the results from the six aforementioned programmes.

Keywords: all-day kindergarten; Innovative Educational Programmes; transition

Introduction

The transition as a starting point of consideration at an international level has been very important. Children’s transition from kindergarten to primary school is not a momentary event, but a complex and long procedure, depending both on the child’s readiness (Shore 1998), but also on the safeguarding of a continuation of the education within the implementation of a unified Curriculum Studies for kindergarten, primary school, junior high school and high school. Towards this direction, from time to time, various serious initiatives have taken place internationally, mainly during the 1970s and afterwards. In Greece, the implementation of new Curriculum Studies of Preschool Education (CSPE) constitutes a similar initiative (CSPE 2003).

*Email: [email protected]

The Curriculum Journal

Vol. 22, No. 1, March 2011, 77–92

ISSN 0958-5176 print/ISSN 1469-3704 online

� 2011 British Curriculum Foundation DOI: 10.1080/09585176.2011.550800

http://www.informaworld.com

Children’s transition from kindergarten to primary school constitutes a turning point in their lives, since a large number of children encounter difficulties in adapting to the new situation, on the nature and seriousness of which their future school success and personality configuration depend (Kienig 2002). It is a fact that a significant percentage of children cannot effectively manage the new requirements and challenges in primary school, resulting in negative experiences and stress, such as ‘separation anxiety’ and ‘school phobia’ (Cowen et al. 1997; Griebel and Niesel 2002). Therefore, since the mid-1990s, special attention has been paid to the matter of transition through the development of research and the conducting of special scientific projects in Europe, such as the Early Years Transition Programme (EASE).

As far as the conceptual definition of the term ‘transition’ is concerned, it certainly does not fall within the purposes of this article to refer meticulously to sociological issues, which concern the role change of people as they adapt to their new environments, during the procedure of the various transitions throughout human life. Furthermore, it is practically impossible to refer to the variety of opinions and models as far as the term ‘transition’ is concerned. However, based on the aforementioned, we shall note the necessity for a modern education system to support the transition procedure from kindergarten to primary school.

We would, in other words, say that the transition from kindergarten to primary school is a complex and dynamic long-term procedure, during which the child moves from one intimate environment – that of the kindergarten school – to a new and different environment – that of the primary school – resulting in a change of roles and positions within its social status and all that this change will entail for its personal biography as well as for its collective identity (Fabian 2002).

Transition models

There are numerous and various opinions as to the conceptual definition of the term ‘transition’, as well as for the factors affecting the transition from kindergarten to primary school. At this point, mainly for practical reasons, we shall deal with the summarising of the various aspects concerning the term of transition in the following two widely used transition models (Downer et al. 2006).

The model of capacities/abilities

This model considers the transition as a momentary event, confining the transition period to a specific time period, the one towards the end of the child’s attendance at kindergarten school. This model’s essential factors

78 H.C. Carida

for school ‘adaptation’ and the child’s readiness are considered as related to the child’s personal qualities.

The ecosystem/developmental model

This model considers the transition as a continuous and structured process, over the long term, which depends not only on the child’s personal qualities but also mainly on a total of factors within its environment, for instance the family, the kindergarten school, the primary school and the wider society in which the child lives and grows up.

As we can perceive, the two models offer different approaches to the term ‘transition’ and therefore they refer to different practices and applications during the implementation of the transition programmes (Rimm-Kaufman and Pianta 2000). In addition, due to the different approaches of the term ‘transition’, there is difficulty in determining the common acceptable criteria for a successful transition from kindergarten to primary school. None the less, according to the philosophy of the ecosystem/developmental model and the perspective to safeguard the education’s continuance, we shall describe the following general principles, which could also be the criteria for a successful transition from kindergarten to primary school:

. Emphasis on child’s spherical development. There should be compat- ibility between the two educational levels, as to their general philosophy and the target setting of the education. The child participates in learning, not only by acquiring knowledge and cognitive abilities, but also by acquiring social skills and positive attitudes towards the school.

. Redefinition of basic factors affecting the school class, both during kindergarten and primary school, in order to maximise the compatibility of the Curriculum Studies of preschool education with those of primary education, regarding the targets of instruc- tion, the educational methods and the instructional style of the teacher, the educational time management and its arrangement, the human anthropo-geography of the class and the communication networks (Einarsdóttir 2003, 2007).

. Active participation between professors, parents, high officials of education and institutions of local society, in order to update, inform and converge opinions as far as the roles and the responsibilities of the parties involved in the transition procedure are concerned. A determinant is the matter of negotiation of the type of expectations and demands for the students’ response towards the courses. Otherwise, the degree of the children’s response, as well as the parents’ expectations generated due to the child’s transition to

The Curriculum Journal 79

primary school, depend on: (a) the family’s culture; (b) the cooperation between parents and school; (c) the profile of the school unit and the preparation for the kindergarten pupils’ reception; and (d) the effects of the wider social-cultural environ- ment (Vrynioti and Matsagouras 2005).

For the settlement of all the above the creation of an appropriate institutional framework is definitely required (Bagakis et al. 2006).

Innovative Educational Programmes

The implementation of Innovative Educational Programmes in order to facilitate the transition from kindergarten to primary school plays an important role in everyday schooling. The idea to implement Innovative Educational Programmes and to apply the ‘project method’ within Curriculum Studies was initially based on the ‘progressive education’ model in Great Britain and other European countries, such as Sweden, West Germany, etc. (Helm and Katz 2002). In the USA the ‘project method’ was applied within the framework of ‘open education’. The greatest interest was, however, provoked by the reports of and the references to the collective working plans implemented in primary schools by Reggio Emilia in Italy (Reggio 1997).

In general, we would say that new abilities and perspectives created during the last 50 years, and mainly in the last 20 years, have led to the creation of transdisciplinary and interdisciplinary studies at European level (Matsagouras 2002).

In Transdisciplinary Educational Programmes the consistency of separate courses is maintained, but meanwhile there are attempted simple or complex correlations of their content, having as the ultimate end the most complete expansion and organisation of their cognitive fields.

In Interdisciplinary Educational Programmes the limits between the separate courses are removed, in an attempt to unify their content and their goals, having as their ultimate end the deep study of a subject.

Initially, at European level, Transdisciplinary Educational Pro- grammes in secondary education were implemented (CIDREE 1999), and then Interdisciplinary Educational Programmes were implemented too (CIDREE 2001). Transdisciplinary and Interdisciplinary Educational Programmes are relatively easy and cheap to implement, because the maximisation of their results does not burden the current Curriculum Studies with new additional contexts. However, during their implementa- tion, there have been numerous difficulties and problems, although these were not able to cancel out the significance of the application of the project method (Chrisafidis 1994). In this way, the project method

80 H.C. Carida

primarily contributes to the emergence of original, innovative and imaginative activities (Carida 2009).

Recently, at European level, Innovative Educational Programmes were developed within the framework of the programmes’ implementation, in order to facilitate children’s transition from kindergarten to primary school. Meanwhile, a significant support towards these programmes was offered by international educational institutions such as the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the Organisation for Economic Co-operation and Development (OECD). Furthermore, significant support was also provided towards this direction by important global scientific institutes, such as the National Centre for Early Development and Learning, the European Early Childhood Education and Research Association, the Department of Education and Early Childhood Development, and so forth.

Nevertheless, there are research findings which demonstrate that the systematic preparation for the child’s transition from kindergarten to primary school is insufficient and presents difficulties and problems (La Paro et al. 2000a, 2000b). Respective problems have also been noticed in the cooperation of parents, teachers and pupils in relation to their being informed during the transition period (Pianta and Kraft-Sayre 2003; Downer et al. 2006).

The institutional foundation supporting the application of Innovative Educational Programmes in Greece is as follows (Carida 2006):

. The Framework Law 1566/85, providing ‘Synthetic Creative Projects for Primary School’ (oral for classes A–D and written for classes E–F).

. The Flexible Zone of Interdisciplinary and Creative Activities (F.12.1/ 648/104935/�1/5-10-2005 & F.12.1/545/85812/�1/11-8-2005).

. The Greek Curriculum Studies of Preschool Education (CSPE), which includes the Interdisciplinary Cross-Curriculum Framework (ICCF) and the Analytical Courses of Studies (ACS) [Ref. No 303/13-03- 03]. As a result, it defines the maintenance of the separate courses at a high degree (85%) and the dedication of 15% of educational time for interdisciplinary activities and interdisciplinary projects.

. The Circular Ref. No.105087/�7/5-10-2005 and all the circulars afterwards, concerning the planning and implementation of school activities programmes.

Training programme for education officials in Greece (2007–8)

The aforementioned institutional framework provides and includes the implementation of Innovative Educational Programmes within the ‘Flexible Zone’ (see above).

The Curriculum Journal 81

During 2007–8, following the decision of the Ministry of National Education and Religious Affairs, a transition programme was imple- mented in Greece during which Innovative Educational Programmes were prepared jointly by kindergartens and primary schools.

Specifically, within the framework of the training programme for high officials of education and for kindergarten teachers,1 Sub-programme 6 was created, entitled ‘Innovative interventions in all-day kindergartens’, as well as a transition programme entitled ‘Innovative activities concerning the smooth transition from preschool to primary school education’, having the following subject: ‘Facilitation of the smooth transition from kindergarten to primary school’. The main purpose of the programme was the qualitative improvement of the operation of all-day kindergartens, the advancement of the connection with primary school and, in general, the improvement of the educational procedure. The programme’s phases comprised the planning and submission of the project planning and presentation. The duration of the programme was from 19 November 2007 until 31 May 2008 and the maximum financing was e700 per school. It was a prerequisite that the participating kindergarten schools be all-day ones and one kindergarten teacher was to be appointed as a coordinator for each programme.

The process concerned the completion and submission of the programme and included the following documents2 to be filled out by the participating all-day kindergartens and primary schools:

. Project Plan Application Form and Proposal Submission Form.

. Minutes of the Project’s Assignment (I) for the implementation of a specific work plan and the determination of the coordinator kindergarten teacher. These minutes were to be drawn up by the principal of the kindergarten school, after their relative suggestions on this issue.

. Minutes of the Project’s Assignment (II) for the implementation of a specific work plan, to be drawn up by the principal of the primary school, following a written proposal by the kindergarten teacher and his or her own suggestions to the Teachers’ Association.

. Collaboration Form of the schools.

. Application Form of the coordinator of the programme.

. Certificate of the Parents and their Association (concerning the kindergarten and primary school pupils’ parents).

. Follow-up cards of educational activities and Follow-up cards with the Observations of the group of follow-up inspectors (Supervising Preschool Education Advisers) in the Regional Directorate of Attica.

. Evaluation reports issued by the supervising follow-up inspectors in three different phases during the implementation of the programme.

82 H.C. Carida

Based on the aforementioned procedure in the 4th District of Preschool Education, a total of six transition programmes were put into effect by joint preparation of work plans with primary schools.

Aim of the research

This survey aims to present the results coming from the implementation of the six programmes of transition from kindergarten to primary school, which were part of a large-scale sub-programme entitled ‘Innovative interventions in all-day kindergartens’, all over Greece.

Key research questions

The key research questions fall into five main categories:

. Exploring the teachers’ motivations for their participation in the transition programme.

. Focusing on the problems and difficulties arising during the implementation of the transition programme.

. Exploring the teachers’ satisfaction with the parents’ involvement in the transition programme.

. Exploring the teachers’ views about the benefits of the transition programme.

. Describing and presenting the means and ways of the transition programme evaluation.

Research methodology and description of tools

This survey was conducted in the school year 2007–8 and our sample consisted of 12 in-service kindergarten teachers and 12 in-service primary school teachers, whose kindergarten and primary schools participated in the six transition programmes, as follows:

. The 9th Kindergarten of Nikea in collaboration with the 26th Primary School of Nikea.

. The Neon Ikonion Kindergarten in collaboration with the Neon Ikonion Primary School.

. The 10th Kindergarten of Keratsini in collaboration with the 15th Primary School of Keratsini.

. The 18th Kindergarten of Keratsini in collaboration with the 18th and 24th Primary Schools of Keratsini.

. The 6th Kindergarten of Keratsini in collaboration with the 12th and 23rd Primary Schools of Keratsini.

. The 18th Kindergarten of Piraeus in collaboration with the 2nd and 23rd Primary Schools of Piraeus.

The Curriculum Journal 83

The methodology we used was both quantitative and qualitative. Specifically, we used questionnaires, interviews-discussions and research memos for the data collection.

Questionnaires

Our questionnaire was devised and distributed to 12 in-service kindergarten teachers and 12 in-service primary school teachers, whose schools participated in the six transition programmes mentioned above. Our questionnaire consisted of 11 closed questions.

Interviews-discussions

After careful consideration, it was decided that it would be best if the teachers participated in an interview, after completing the questionnaire. The Supervising Preschool Education Adviser conducted these inter- views during her visits to the kindergartens which participated in the transition programme. The key questions of the interview were related to questions 3, 5, 8, 9 and 10 of the questionnaire, and concerned the following issues:

. The various problems and difficulties the kindergarten and primary teachers confronted during the transition programmes.

. The effectiveness of the cooperative learning process during the transition programme.

. The means and ways of the transition programme evaluation.

Research memos

Finally, it was decided that certain entries coming from systematic observations which had been made by the Supervising Preschool Education Adviser should be collected and examined. These entries could be mainly used for the evaluation reports, which were also to be shared with the transition programmes in other districts.

Research results

Questionnaires: answers to key questions

Question 1

The kindergarten and primary school teachers were asked to identify the three main reasons which motivated them to participate in the transition programmes. Both kindergarten and primary school teachers (41% and 38% respectively) regarded as the first and foremost reason the benefits

84 H.C. Carida

for pupils resulting from the transition programmes. They also regarded as the second most important reason (38% and 26% respectively) the motivation by their colleagues and as the third most important reason (17% and 26% respectively) their professional development.

Question 2

The kindergarten and primary school teachers were asked to answer whether the transition programme had contributed to the improvement of both educational practice and the school climate. Almost half of the kindergarten teachers and the primary school teachers (58% and 47% respectively) agreed with the statement above.

Question 3

The kindergarten and primary school teachers were asked to answer whether the educational activities of the transition programme had contributed to the development of the pupils’ communicative and social skills more than the development of their cognitive skills. Almost half of the kindergarten and primary school teachers (55% and 45% respec- tively) agreed with the statement above.

Question 4

The kindergarten and primary school teachers were asked to say if there were any problems and difficulties during the implementation of the transition programme. The kindergarten and primary school teachers (58% and 20% respectively) stated that there had indeed been problems and difficulties.

Question 5

The kindergarten and primary school teachers were asked to identify the fields in which the problems and difficulties were focused. Both kindergarten and primary school teachers (39% and 34% respectively) considered that the first major difficulty had to do with the bureaucratic processes of submission and approval of the transition programme. They also considered (39% and 33% respectively) that the second main difficulty had to do with the inadequate funding. Finally, the kindergarten teachers (13%) considered that the third main difficulty was to do with the kindergarten pupils moving from the kindergarten to the primary school site, while the primary school teachers (33%) considered that the third main difficulty had to do with the school premises and teaching aids.

The Curriculum Journal 85

Question 6

The kindergarten and primary school teachers were asked to state how satisfied they were with the parents’ active participation, if any, in the programme. The kindergarten teachers (75%) seemed to be very satisfied, while the primary school teachers (55%) were less satisfied.

Question 7

The kindergarten and primary school teachers were asked to identify the main benefits from the transition programme. Both kindergarten and primary school teachers (58% and 38% respectively) stated that the main benefits were as follows: the successful management of inconsistencies and discontinuities between the two educational levels; and the creation of a positive response to the programme requirements, on the part of the kindergarten pupils.

Question 8

The kindergarten and primary school teachers were asked to identify the main difficulties for the kindergarten pupils’ adjustment to the different conditions in primary school. Both kindergarten and primary school teachers (30% and 31% respectively) regarded the first and foremost difficulty as the fitting out of the classroom (i.e. the layout of desks and benches). Both kindergarten and primary school teachers (41% and 23% respectively) considered as a second difficulty the different organisation of the courses in primary school, compared with that of the kindergarten school. The kindergarten teachers (13%) considered as a third problem the difficulty of the kindergarten pupils in expressing themselves freely in the primary school classroom, while the primary school teachers (20%) considered as a third problem the difficulty of the kindergarten pupils contacting and communicating effectively with them.

Question 9

The kindergarten and primary school teachers were asked to identify the main reasons for the difficulties which appeared during the programme. Both kindergarten and primary school teachers (38% and 45% respectively) regarded as the first and foremost difficulty the differentia- tion of the timetables in kindergarten and primary school. Both kindergarten and primary school teachers (34% and 30% respectively) considered as a second difficulty the lack of an appropriate institutional framework. Both kindergarten and primary school teachers (21% and 20% respectively) considered as a third difficulty the inadequate funding.

86 H.C. Carida

Question 10

The kindergarten and primary school teachers were asked to identify the means and ways of the transition programme evaluation. Both kindergarten and primary school teachers (25% and 33% respectively) chose as the first best way the presentation of the programme of cultural events at the end of the school year. Both kindergarten and primary school teachers (24% and 29% respectively) chose as the second best way the giving out of commemorative items for the programme and both kindergarten and primary school teachers (17% and 17% respectively) chose as a third best way the enrichment of pupils’ portfolios.

Question 11

The kindergarten and primary school teachers were asked to express their own views about the significance of the programme. The kindergarten and primary school teachers (83% and 40% respectively) had a very positive view about the programme. None had a negative or less positive view about it.

Interviews-discussions: answers to the questions

Question 1

The kindergarten teachers and the primary school teachers stated that they were not informed in time about the submission and approval procedure of the transition programme. Specifically, they considered that there had been a delay regarding the initial informative meeting about the whole project. That was obviously the reason some kindergarten teachers of other districts quit the programme at the beginning. It was also noticeable that the kindergarten and primary school teachers who participated in the programme were well educated and trained in developing the project method. Therefore, they had no hesitation about submitting the final evaluation plan of the programme, something which was a prerequisite of the procedure.

Question 2

In all school partnerships, ‘mixed’ working groups, consisting of one primary school pupil and one kindergarten pupil, were formed. The kindergarten and the primary school teachers stated that at the beginning of the programme, the kindergarten pupils were in one way or another timid and bashful, while later on they felt comfortable and safe.

The Curriculum Journal 87

Question 3

It was clear that both kindergarten teachers and primary school teachers failed in organising the pupils’ portfolios in a more systematic way, because they had no previous experience of doing so and they were not trained for it (e.g. by attending an informative meeting).

Question 4

It was assumed that the role of the primary school director was very helpful in getting the kindergarten pupils acquainted and familiar with the primary school premises and surroundings and its functional sites. It was also stated that from the start of the transition programme, the primary school directors had no reservations or even hesitations about it, while the primary school teachers seemed to be a little uncertain. At the beginning, some primary school teachers believed that the implementation of the transition programme might hinder the smooth running of courses, while others believed it might not be effective, because they had no previous experience of such a programme.

Research memos

The data derived from the systematic observations, made by the Supervising School Counsellor in charge, are as follows.

In almost all kindergartens, there had been plenty of learning sources and material for the requirements of the programme.

In all partnerships there had been reciprocal visits for cooperation between the kindergarten pupils and the first-grade (A-class) pupils, but there were no outdoor visits to museums and other significant places. In almost all partnerships the kindergarten and primary schools were located in the same building, so there was no difficulty in kindergarten pupils moving from the kindergarten site to the primary school site. Specifically, in all partnerships there had been a visit from the first-grade class pupils to the kindergarten, so that the first-grade class pupils enjoyed not only the specially designed small sites in the kindergarten classroom, well provided with educational material, but also other functional sites such as the school yard, the kitchen, the hall for multiple activities, etc.

In all partnerships a priority was given to group working rather than the individual style of working. As a result, there was no substantial attempt to organise the pupils’ portfolios in a systematic way.

In almost all partnerships some very interesting innovative ideas and practices emerged.

88 H.C. Carida

In almost all partnerships the transition programme was supervised and supported by the education officials in charge, such as the Supervising Preschool Education Adviser and the general headmaster of the educational district. Additionally, concerning the 4th Educational District, the Primary Education Adviser was informally briefed by the Supervising Preschool Education Adviser, something which was not a prerequisite of the procedure.

In three of the six partnerships there had not been substantial cooperation between parents and the school(s).

Conclusions

This survey highlighted the following interesting points, consistent with the requirements of the ecosystem model.

Primarily, both kindergarten and primary school teachers realised the necessity and the benefits coming from the implementation of Innovative Educational Programmes for a smooth transition from kindergarten to primary school. In particular, the kindergarten and primary school teachers believed that these programmes contributed mainly to the development of pupils’ social-communicative skills rather than their cognitive skills.

The kindergarten and primary school teachers also reported that the Primary Education Adviser had to be well informed and involved in the whole programme too, and that this ought to be a prerequisite for the project. In this case, the Primary Education Adviser would have the chance of guiding and supporting the primary school teachers to be more effective.

Furthermore, the kindergarten and primary school teachers made clear that there had been certain problems and difficulties related with the fitting out of the classroom, the management of teaching time, and the interpersonal and social relations among teachers, pupils and parents during the transition programme. Some other problems appeared as well, related to the bureaucratic processes of the programme, inadequate funding and the school premises.

Moreover, all the kindergarten and primary school teachers who applied the project method believed that it promoted innovative ideas in everyday school practice. The need for an institutional framework to support such types of programmes was also emphasised.

Finally, the kindergarten and primary school teachers believed that this transition programme from kindergarten to primary school contributed to the successful management of the inconsistencies and discontinuities between the two educational levels and the creation of a positive response to the programme requirements on the part of the kindergarten pupils.

The Curriculum Journal 89

Suggestions and perspectives

Suggestions to be made included the following:

. Simplifying the bureaucratic procedure: prompt, systematic and adequate information about the submission of the required docu- ments and the training of the teachers participating is necessary.

. Organising conferences and training cooperation meetings more regularly and in a more effective way.

. Inclusion in the Proposal Submission Form of further specific information regarding the conditions of the associated school units (e.g. in case of common school building or not, in case of mutual visits by either side, etc.).

. Providing travel expenses and students’ insurance premiums.

. Conducting relevant pilot programmes through e-learning.

. Improving the coordination among the teachers of the programme through the active role of the Primary Education Adviser.

. Developing the entry of new proposals/ideas coming from the effective planning and implementation of an Innovative Educational Programme for facilitating the transition from kindergarten to primary school.

. Developing intro-school parents’ training, giving the possibility of wider engagement of the kindergarten pupils’ and mainly the primary pupils’ parents to allow them to get involved. Some ways would include: (a) organising educational and training meetings for the exploitation of activities promoting cooperation between family and school; and (b) distributing questionnaires addressed to the kindergarten and primary school pupils’ parents.

. Giving classic kindergartens the chance to take part in similar transition programmes.

. Integrating the financing of similar programmes, taking advantage of the National Strategic Reference Framework (ESPA, 2007–2013).

Notes

1. Ministerial decision 7966/29-10-2007 and circular 8495/19-11-2007. 2. http://nip-oloimero.sch.gr/frontoffice/portal.asp?cpage¼NODE&cnode¼12.

Notes on contributor

Helen Ch. Carida is a primary education adviser in the 8th Educational District of Piraeus, Greece.

References Bagakis, C., H. Didachou, F. Valmas, M. Loumakou, and M. Pomonis. 2006. The

smooth transition of children from kindergarten to primary school and their adaptation to first grade. Athens: Metechmio.

90 H.C. Carida

Carida, H. 2006. The design and implementation of educational programs. Athens: P. Kyriakides.

Carida, H. 2009. The project method ‘step by step’. Athens: Savallas. Carr, W., and S. Kemmis. 1986. Becoming critical: Education, knowledge and action

research. Lewes: Falmer. Chrisafidis, K. 1994. Experiential-communicative teaching: The introduction of the project

method in school. Athens: Gutenberg. Cohen, L., and L. Manion. 1997. Methodology of educational research. Athens:

Expression. Consortium of Institution for Research and Development in Education (CIDREE). 1999.

Interdisciplinary teaching and learning in secondary school education. Athens: Pedagogical Institute.

Consortium of Institution for Research and Development in Education (CIDREE). 2001. Introduction of cross-curricular approaches to secondary school students. Athens: Pedagogical Institute.

Cowen, E.L., P.A. Wyman, W.C. Work, J.Y. Kim, D.B. Fagen, and K.B. Magnus. 1997. Follow-up study of young stress-affected and stress-resilient urban children. Development and Psychopathology 9, no. 3: 565–77.

CSPE. 2003. The Curriculum Studies of Preschool Education (CSPE), which includes the Interdisciplinary Cross-Curriculum Framework (ICCF) and the Analytical Courses of Studies (ACS) [Ref. No 303/13-03-03]. http://www.pi-school.gr.

Downer, J.T., K. Driscoll, and R.C. Pianta. 2006. The transition from kindergarten to first grade: A developmental, ecological approach. In K Today: Teaching and learning in the kindergarten year, ed. D. Gullo, 151–60. Washington, DC: National Association for the Education of Young Children.

Einarsdóttir, J. 2003. Charting a smooth course: Transition from playschool to primary school in Iceland. In Early childhood education in five Nordic countries. Perspectives on the transition from preschool to school, ed. S. Broström and J. Wagner, 101–27. Aarhus: Systime.

Einarsdóttir, J. 2007. Children’s voices on the transition from preschool to primary school. In Informing transitions in the early years, ed. A.W. Dunlop and H. Fabian, 74–91. London: Open University Press.

Fabian, H. 2002. Empowering children for transitions. In Transitions in the early years: Debating continuity and progression for children in early education, ed. H. Fabian and A.W. Dunlop, 123–34. London/New York: RoutledgeFalmer.

Griebel, W., and R. Niesel. 2002. Co-constructing transition into kindergarten and school by children, parents and teachers. In Transitions in the early years: Debating continuity and progression for children in early education, ed. H. Fabian and A.W. Dunlop, 64–75. London/New York: RoutledgeFalmer.

Helm, J.H., and L. Katz. 2002. Young investigators: The project approach in the early years, ed. K. Chrisafidis and E. Koutsouvanou, trans. A. Vergiopoulou. Athens: Metechmio (original work published 2002).

Kienig, A. 2002. The importance of social adjustment for future success. In Transitions in the early years: Debating continuity and progression for children in early education, ed. H. Fabian and A.W. Dunlop, 23–37. London/New York: RoutledgeFalmer.

La Paro, K.M., R.C. Pianta, and M.J. Cox. 2000a. Teachers’ reported transition practices for children transitioning into kindergarten and first grade. Exceptional Children 67, no. 1: 7–20.

La Paro, K.M., R.C. Pianta, and M.J. Cox. 2000b. Kindergarten teachers’ reported use of kindergarten to first grade transition. Elementary School Journal 101, no. 1: 63–78.

Matsagouras, E. 2000. Teaching strategies: Critical thinking in teaching practice. Athens: Gutenberg.

Matsagouras, E. 2002. Interdisciplinary school knowledge. Athens: Grigori. Matsagouras, E. 2005. The classroom. Athens: Gutenberg. Organisation for Economic Co-operation and Development (OECD). 2006. Starting

strong II. Early childhood education and care. Paris: OECD. http://www.oecd.org/en/ home.

The Curriculum Journal 91

Pianta, R.C., and M.J. Cox. 1999. The transition to kindergarten. Baltimore, MD: Paul H. Brookes.

Pianta, R., and M. Kraft-Sayre. 2003. Successful kindergarten transition: Your guide to connecting children, families, and schools. Baltimore, MD: Paul H. Brookes.

Reggio, E. 1997. Reggio children: Shoe and meter. First approaches to the discovery, workings and uses of measures. Newcastle-upon-Tyne, UK: SightLines Initiative.

Rimm-Kaufman, S.E., and R.C. Pianta. 2000. An ecological perspective on children’s transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology 21, no. 5: 491–511.

Shore, R. 1998. Ready schools. Washington, DC: National Education Goals Panel. http://www.negp.gov/Reports/readysch.pdf; http://www.ncreadyschools.org/documents/ 4TalkingPoints.doc.

Vrynioti, K., and H. Matsagouras. 2005. Transition from kindergarten to primary school: An ecosystem approach to researching the social relations of young schoolgirls and students in the classroom. Pedagogical Review 40: 78–102.

Important websites

. ESPA 2007–2013. http://www.espa.gr/Greek/Default.aspx.

. European Early Childhood Education and Research Association. http://www.eecera. org/.

. Early Years Transition Programme. http://www.ease-eu.com/.

. Department of Education and Early Childhood Development. http://www.education. vic.gov.au/.

. Ministry of National Education and Religious Affairs. http://www.ypepth.gr/

. Innovative interventions in all-day kindergartens – Innovative activities concerning the smooth transition from preschool to primary school education – Facilitation of the smooth transition from kindergarten to primary school: http://nip-oloimero.sch.gr/ frontoffice/portal.asp?cpage¼NODE&cnode¼12.

. Ministerial decision 7966/29-10-2007 and circular 8495/19-11-2007.

. National Centre for Early Development and Learning. http://www.fpg.unc.edu/ncedl/ pages/contact.cfm.

. Reggio Children. http://www.reggiochildren.it.

92 H.C. Carida

Copyright of Curriculum Journal is the property of Routledge and its content may not be copied or emailed to

multiple sites or posted to a listserv without the copyright holder's express written permission. However, users

may print, download, or email articles for individual use.