We aimed to achieve several key outcomes - our main objective (MO) was to transform the transition from pre- to primary school into a creative and positive experience for children, replacing the stress often associated with this phase. By doing so we sought to foster happy, confident, and collaborative children who were better prepared to navigate their new educational environment. To accomplish this, we focused on several specific objectives: SO1. Supporting children's readiness: We aimed to equip children with the necessary skills to face the challenges of transitioning to primary school. SO2. Bridging the gap between pre- and primary school: We intended to create continuity between these two educational stages by developing an innovative transitional curriculum. SO3. Involving the entire school community: We aimed to engage all members of the pre-school and primary school communities, including parents, to build a supportive environment for children. SO4. Leveraging digital tools for cooperation: We sought to utilize digital platforms to foster cooperation among pre-primary and primary staff and parents. Ultimately, we aimed to fill this gap and equip children with essential competences to thrive in their transition.
We applied for this project to address the critical challenges children face during the transition from early childhood education (ECEC) to primary school, a period that significantly impacts their future academic success. These challenges were not only visible to our ECEC educators and persisting throughout the years, they were also appearing in different EU countries, exhibiting a universal issue. We aimed to tackle the need for a structured, holistic, and cooperative educational approach that supports a smooth transition between these educational stages. Specifically, we focused on reducing the stress and adjustment difficulties that children, particularly those from disadvantaged backgrounds, often experience during this transition. Our project responded to key gaps, including the lack of structured programs for kindergarten teachers to support school readiness, the absence of pedagogical and curricular continuity between ECEC and primary education, and the insufficient collaboration between teachers, schools, and parents. By addressing these needs, we aimed to ensure a smoother transition experience, reduce potential negative outcomes such as school failure and dropout, and promote inclusion and continuity for all children.