Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Community Influence | 1 |
| Cultural Differences | 1 |
| Curriculum | 1 |
| Educational Policy | 1 |
| Family Influence | 1 |
| Foreign Countries | 1 |
| Grade 1 | 1 |
| Instruction | 1 |
| Interpersonal Relationship | 1 |
| Peer Influence | 1 |
| Preschool Children | 1 |
| More ▼ | |
Source
| Cogent Education | 1 |
Author
| Krisztián Józsa | 1 |
| Stephen Amukune | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Preschool Education | 1 |
| Primary Education | 1 |
Audience
Location
| Hungary | 1 |
| Kenya | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkStephen Amukune; Krisztián Józsa – Cogent Education, 2023
Despite progress in enrolment in most countries, preschoolers still face challenges before joining grade one prompting a critical understanding of child experiences during the preschool-to-school transition. This paper compares preschool-to-school transition characteristics in Kenya and Hungary based on six recurrent concepts in the theories of…
Descriptors: Foreign Countries, Preschool Children, School Readiness, Family Influence
