ABSTRACT This paper analyses the differences in understanding the transition from the perspective of all those involved in the process (children, parents, teachers), as well as their role in the transition processes. This paper approaches transition as a process of changing educational settings, not just as preparation for school. Approaches to the concept of ‘preparing children for school’ vary, ranging from adapting to school requirements to advocating for the ‘protection’ of children. The theoretical framework deals with changes (identities, activities, learning strategies) and the process of the transition. This paper emphasised the responsibilities of everyone involved in the process of ensuring the quality of transitions. The aim of this research project was to understand the transition from different perspectives. The research was conducted with children through conversational interviews (n = 26) plus surveys with parents (n = 97) and teachers (n = 121). Statistically significant differences were found in the perceptions of responsibility for transition between early childhood and primary school teachers with respect to their role in providing support to families during transition. The informing of children facilitates their transitions into a new environment.

中文翻译：

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过渡是共同的责任

摘要本文从参与过程的所有人员（孩子，父母，教师）的角度分析了他们对过渡的理解以及他们在过渡过程中的作用。本文将过渡视为改变教育环境的过程，而不仅仅是准备上学。“准备儿童入学”概念的方法各不相同，从适应学校要求到提倡“保护儿童”。理论框架涉及变化（身份，活动，学习策略）和过渡过程。本文强调了确保过渡质量过程中每个参与者的责任。该研究项目的目的是从不同的角度理解过渡。该研究是通过对话访谈（n = 26）与儿童进行的，再加上与父母（n = 97）和老师（n = 121）的调查。在幼儿和小学教师在过渡期间为家庭提供支持方面的作用方面，人们对过渡责任的看法在统计上有显着差异。告知儿童有助于他们过渡到新的环境。