Transitions from ECE to Primary School in Slovenia: What Can We Learn from Perspectives of ECE Teachers?

Abstract This paper explores early childhood education (ECE) teachers’ views on the transition from ECE to compulsory education in Slovenia. It analyses this critical phase's strengths, barriers, and key factors. A mixed methods design was used. Quantitative data were collected from 2,110 ECE teachers through a structured questionnaire, supplemented by qualitative input from three focus groups in which 33 ECE professionals participated. The quantitative results showed that school-coordinated transition activities and support for vulnerable children were rated the highest. In contrast, the alignment of teaching methods between ECE and first grade was rated the least effective. Significant correlations were found between collaborative teamwork and effective information sharing, as well as between school-led transition initiatives and pedagogical coherence. Ratings varied by context, with ECE teachers from rural and school-based kindergartens reporting smoother transitions. Qualitative analysis revealed inconsistent implementation, ad hoc collaboration between stakeholders, and legal restrictions (e.g., GDPR) hindering data and information sharing. Successful practices were associated with institutional integration of kindergartens and schools and committed leadership. The findings suggest that the Slovenian transition framework is functioning adequately, but lacks consistency, with deficits in curricular continuity, communication between stakeholders and an equitable process for every child.