This study investigated teachers' recognition of the benefits of transition practices between preschool- and elementary-level educational organisations.To collect data, a questionnaire survey with closed and open questions was conducted. In total, 125 nursery and kindergarten teachers of 5-year-old children and 47 first-grade teachers completed the questionnaire about the benefits of transition practices.First, we found that the benefits of certain forms of collaboration were more widely recognised by teachers in ECEC settings than by elementary school teachers, whereas other forms of collaboration showed the opposite pattern. We also showed that collaboration offers benefits not only to the children who are undergoing an important transitional stage but also to those in ECEC and elementary school settings.
本人担当部分：要旨の執筆と発表
共同発表者：HARUKO ICHIZEN , KIYOMI AKITA AND MIWAKO AMANO
