PEDAGOGICAL PARTNERSHIP OF PRESCHOOL EDUCATION INSTITUTIONS, PRIMARY SCHOOL, AND FAMILY IN SUPPORTING FIRST GRADERS’ ADAPTATION

Abstract

The article addresses coordinated support for children moving from preschool to primary education. Fragmented actions by educators and families undermine continuity, emotional safety, and timely responses to first graders’ difficulties. The purpose is to substantiate a structural and functional model of pedagogical partnership among preschool education institutions, primary schools, and families in supporting adaptation. The theoretical and methodological study applies regulatory analysis, thematic content analysis, comparative synthesis, and pedagogical modelling. The analytical corpus comprised ten sources: four Ukrainian regulatory and official methodological documents and six peer-reviewed studies. The analysis identified emotional and motivational, social and communicative, and learning and activity dimensions of adaptation, together with psychophysical well-being. The developed model integrates value and goal, information and analysis, organisation and activity, communication, and monitoring and reflection components. Its practical implementation is represented by the «Together to School» route, which includes preparatory, initial adaptation, stabilisation, and reflective followup stages. For each stage, the purpose, coordinated actions, and participants were specified, and a brief pedagogical observation map was proposed. Scientific novelty consists in integrating substantive, structural, and temporal dimensions of partnership and interpreting monitoring as a means of adjusting support rather than ranking children. Practical value lies in using the model for interinstitutional planning, parent meetings, pedagogical consultations, and individualised support. A successful transition depends on continuity of adult interaction, ethical information exchange, respect for family experience, and a child-centred approach. Further research should empirically test the model across educational settings and adapt the observation tools to diverse needs