Problems discontinuity on the first level of the school system

A study of the problems that arise as a consequence of the discontinuity in the educational system of, is not possible without the knowledge of the most common causes that lead to it, but also, and knowledge of the area, or the area in which it is usually expressed and manifested. However, in order to better understand the problem we are discussing some attention, first, we must devote terminological origins and etymological meaning of the word discontinuity, ie. first necessary to determine the notion of discontinuity in the educational system.

Word of discontinuity comes from the Latin language and the words dis – continuitas , which means termination intermittency. (Vujaklija, 2003: 238). In accordance with the above terminology origin and etymological meaning of the word discontinuity is determined by the notion of discontinuity in the educational system, the essence of which lies in the disconnect between certain degree of education. Any change in the environment leads to a sense of discontinuity, ie. break with familiar surroundings, people, children, treatment, or certain habits that were formed as a result of the development of appropriate skills at a certain level. This

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feeling also occurs during the transition from one level of education to another, and he has a very important role in the development of the young child.

• 2.    THE NEED AND IMPORTANCE OF ACHIEVING CONTINUITY

BETWEEN KINDERGARTEN AND SCHOOL

Starting school is one of the crucial events in the life of a child. The transition from one level of education to the next placed huge demands on the child, such as adapting to new conditions and work methods which are not at all similar to those in kindergarten. For a child it's a new life situation that involves a change in the physical environment, meet with adult strangers, to recognize the authority of the new teachers, meeting with a number of unfamiliar peers, adapting new collective acceptance of new roles and responsibilities. In this situation, the child must be formed to change behaviors in order to comply with the new conditions of life which needs to be adjusted, which is not always easy. Extreme discontinuity have caused adaptation problems of children at school, anxiety and stress, which has negative effects on learning and behavior in children, especially at the beginning of their education. Practical examples show that the transition causes anxiety and childhood stress or confusion and boredom. (Woodhead to Kamenov, 1982: 55-56). Therefore, schools should take into account what the child has achieved up to this point in its development, and to her to be the basis for further work. Educational work with children in preschool and elementary school must be continuous, ie there must be a connection between these two levels, because continuity leads to the achievement of effective educational results in the further education of children.

As much as that in pedagogical science points to the need and importance of achieving continuity between kindergarten and school, it was confirmed that he was in pedagogical practice does not realize fully how states Arsic,”even though it is in education, psychology, and other sciences that deal with the problems of child development indicates the importance and necessity of the continuation of the educational system in practice there are problems indicating that it does not achieve a satisfactory manner”(Arsic, Z. 2012:33).

In order to overcome the existing discontinuities and adaptive problems of children in the transition to school is recommended to work in the first grade must be similar to the organization of activities in pre-schools from which the children come. This view is supported by research conducted in Greece during the period since 1992. so in 1993. Year, which had among other things, aim to determine whether it is possible to reduce the existing discontinuity between pre-school and school upbringing and education, and to alleviate the transition of children from preschool to school (Kakavulis,1998:78). A significant degree of agreement among the attitudes of teachers, teachers and parents, in terms of requirements to work in the first grade must be similar to the organization of activities in pre-schools from which they come.

The transition from one institution to another should run smoothly and seamlessly, in order to achieve this it is essential that the whole educational work as flexibly organized in both institutions. It involves the gradual introduction of new applications, content and organizational forms in the school and especially the characteristics of teaching in schools, especially at the beginning, should not be substantially different from what the child is accustomed to in kindergarten. The teacher must have an understanding of the habits that children are brought from the nursery, and should be entered into the spirit of the game and continue as both physical and social environment of the kindergarten and elementary school should not be greatly different.