ADJUSTMENT IN KINDERGARTEN

Previous research has confirmed the need to study the quality of adjustment in kindergartens, and to analyze educational activities that can facilitate adjustment. Four categories of this research specifically analyze a number of different aspects of the quality of children’s transition and adjustment in kindergartens: a) in the area of analysis of the organization of transitional periods from the family to the nursery/kindergarten, and the organization of children’s adjustment in the nursery/kindergarten, both from a theoretical and empirical perspective (2-40); the area of analysis and research of scientifically and practically based educational activities that facilitate transitional periods and children’s adjustment in the nursery/kindergarten, regardless of whether they are integrated educational activities or are specifically intended for individual developmental domains of early and preschool children (3,18,21,32,35,37,39,41-66); the area of analysis of the competences of early childhood educators that are necessary for them during the transition and adjustment of children in nursery/kindergarten, which is important when creating study programs and lifelong learning programs (20,21,23,32,35,67-71); and the area of well-being and developmental and educational achievements of children in relation to transitional periods and adjustment in nursery/kindergarten, where it is crucial to ensure continuity and unhindered development and early learning (1,10,12,18,35,37,39,40,42,72-90).

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