In this master's thesis we explore the emotional experiences of parents during their child's transition from parental leave to kindergarten. The theoretical part presents key concepts that provide a deeper understanding of the research topic: attachment theory, psychological aspects of transition and separation, stress and coping strategies, gender differences between mothers and fathers, and the role of institutional support. The empirical part introduces a qualitative study conducted through semi-structured interviews with five pairs of parents whose children were recently enrolled in kindergarten. Thematic analysis was used to identify core themes. The results indicate that parents may experience a wide range of emotions when introducing their child to kindergarten – from worry and sadness to joy, pride, and trust. Differences were identified according to the parent’s gender: mothers more frequently expressed concern and attachment, whereas fathers emphasized a rational approach and confidence in the child’s adaptability. Parental emotional experience during the transition from parental leave to kindergarten may also be related to whether it is the first or a subsequent child being introduced.
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