Povzetek
V članku predstavljamo značilnosti prehoda med vrtcem in šolo v Sloveniji. Gre za temo, ki je bila izjemno aktualna v devetdesetih letih prejšnjega stoletja, ko je pri nas potekala konceptualna reforma izobraževalnega sistema in je všolanje postalo obvezno za leto dni mlajše učence (šestletnike), danes pa se ponovno kaže povečan interes zanjo. Na podlagi analize strateških in zakonodajnih dokumentov ter analiz, raziskav in evalvacij ugotavljamo, da so določeni vidiki prehoda med vrtcem in šolo ustrezni (npr. sodelovanje s starši), nekateri (npr. povečan delež odloga, zagotavljanje pedagoške kontinuitete, izobrazba drugega strokovnega delavca, razumevanje varovanja osebnih podatkov o posameznem otroku) pa kažejo, da je temu področju treba posvetiti več strokovne in politične pozornosti. Administrativni podatki Ministrstva za izobraževanje, znanost in šport za zadnjih pet let kažejo postopen porast odloga vpisa s 5,1 odstotka v šolskem letu 2010/11 na 8,1 odstotka v šolskem letu 2015/16. Podatki ministrstva kažejo tudi, da je 27 odstotkov drugih strokovnih delavcev vzgojiteljev predšolskih otrok, 55 odstotkov pa učiteljev razrednega pouka. Naše ugotovitve kažejo na potrebo po poglobljenih kvalitativnih in kvantitativnih analizah, ki bodo omogočile boljše razumevanje razmer ter prispevale k oblikovanju smernic oziroma usposabljanj za delo na tem področju.
Abstract
Transition from Kindergarten to School: Views and Challenges
The article presents the characteristics of the transition from kindergarten to school in Slovenia. This was a burning topic in the 1990s, when the Slovenian education system was undergoing a conceptual reform and schooling became compulsory for one year younger children (6-year-olds); today, the interest in it is once again growing. Based on the analysis of strategic and legislative documents and various analyses, research and evaluations, it has been established that certain aspects of the transition from kindergarten to school are appropriate (e.g. cooperation with parents), whereas others (e.g. an increased number of deferred entries, assurance of pedagogical continuity, educating co-teachers, understanding the protection of personal data of an individual child) indicate that this area should be devoted greater expert and political attention. Administrative data from the Ministry of Education, Science and Sport for the past five years shows a gradual increase in deferred entry from 5.1% in 2010/11 to 8.1% in 2015/16. Data from the Ministry of Education, Science and Sport also shows that 27% of co-teachers are preschool teachers, whereas 55% of them are classroom teachers. Our findings indicate a need for in-depth qualitative and quantitative analyses that will provide a better understanding of the situation and help with the shaping of guidelines or training programmes for working in this field.