The master's thesis explores the view of counselors, parents and educators on the process of introducing children to kindergarten and at the same time covers part of their practical experience with the introduction. In the theoretical part, I touched on the subject of attachment and the transition from home to kindergarten, and in the empirical part, I tried to gain a multi-perspective view of this transition. The empirical part contains nine semi-structured interviews - three were conducted with counselors in kindergartens, three with parents of children who have introduced their children to kindergarten in the last six months, and three with educators who have in the last six months worked in a group where a newcomer was introduced. The interviews were then qualitatively analyzed with the help of coding. I used the qualitative method of content analysis. I expect that the findings obtained in the research contribute to an easier understanding of the process of introducing children to kindergarten and to the establishment of guidelines on how to act so that the process is as easy as possible for all parties involved.
The results show that entering kindergarten represents a major turning point in the lives of both children and parents, for many children it means the first separation from the people they are attached to. In order for the introduction to go as smoothly as possible, internal preparation is necessary in the kindergarten, where the role of organization, administration, counseling and link between educators and parents is taken over by counselors. They do not interfere with the independence of the educators and the pedagogical process itself, except in the case of explicit wishes. Counselors and educators offer support to parents during children's introduction to kindergarten. The first contact of the parents with the kindergarten is taken over by the counselors, who provide them with administrative assistance and information, and later the communication with parents is largely taken over by the educators. The results of the research show that counselors, educators and parents emphasize the importance of information. For the successful introduction of children, the following good practices were introduced and highlighted in the kindergarten: communication, phase-in period, calm atmosphere, parental support, adaptation to extraordinary circumstances and trust. However, there are still opportunities for improvement. When investigating the possibilities of improvement, the answers were different depending on the profile of the interviewees. In general, mothers would not change anything in the introduction process, but counselors and educators indicated more education and additional information, a smaller number of children or more professional workers in the department. The findings also shed light on the child's need for a person who is present and sensitive to his needs, and in kindergarten, in the absence of parents, this is primarily represented by the educators. The research also sheds light on the fact that if the child is not securely attached at home, inclusion in kindergarten is extremely important so that he can experience other forms of attachment as soon as possible. It was also established that the parents' distress is connected with the children's distress, the transfer of negative emotions to the children is present, so the positive attitude of the parents towards the kindergarten is important.
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