Anschlussfähigkeit im Übergang von der Kita in die Grundschule aus der Perspektive von Fach- und Lehrkräften in kooperativen Settings - eine qualitative Analyse

The present work aims to explore relevant aspects in the discussion aboutconnectivitybetween kindergarten and primary school. Due to the differences in both teaching and learning cultures between these institutions, children in transition and their individual transition processes come into focus and the constructconnectivitybecomes important in two ways: On the one hand, it refers to a development task for children in their individual developmental and educational processes, on the other hand, connectivity between kindergarten and elementary school is always seen as an important and necessary framework in that process. The latter perspective requires cooperation between kindergarten and primary school as a paradigm for a successful transition. Gainingconnectivitythrough cooperation thus becomes a central precondition for a connectable pedagogical practice between both institutions. In the scientific literature and in the research on cooperation there are repeated references to the need for an equivalent cooperation in the sense of a dialogue “at eye level”. However, this is based on the assumption thatconnectivityconcerning basic pedagogical questions about professional practices has already been established. For this, various discourses emphasize that discussions about the image of the child, about individual and shared educational understandings as well as about children’s needs are fundamental and necessary. But up to now little research has been carried out on the question to what extent such fundamental issues are made a subject in the cooperation between kindergarten and primary school and which aspects turn out to be important. This qualitative study focuses on the meaning of fundamental pedagogical questions in the discourse about connectivity. For this purpose, a theoretical systematization of the construct is aimed at, which shows the relevance of the research concern. In group discussions, the focus is on the question which aspects of connectivity between kindergarten professionals and primary school teachers are addressed in a cooperative setting. “What do children need?” is the starting point for the discussions that have been held. Based on this, different topics are developed individually, which are considered and discussed as aspects of connectivity. Findings show that the topics discussed represent a broad consensus in all groups and between all participants involved. A particular emphasis is put on supportive conditions for children (protective factors) that help children to manage their transition processes. From them, options for transitional activities and opportunities for cooperation are derived that refer to all actors involved in children’s transitions. The work concludes with the discussion of implications for further research and for transitional practices.