Optimizing The Kindergarten-School-Family Partnership, A Prerequisite For A Successful School Start

The present study aims to investigate the optimization of the partnership kindergarten - school - family, as a key condition for ensuring a successful start to schooling. The general objective is to analyze the collaborative dimensions among the three entities and to highlight how these relationships support, or fail to support, children's preparation for the transition to primary school. The transition from kindergarten to school represents one of the most significant stages in the child's educational and emotional development. It involves changes not only in environment and daily routines, but also in social status, cognitive and behavioral expectations and, above all, in the educational relationships children form with adults and peers. For this reason, the transition must be intentionally designed, systematically supported, and treated as shared responsibility among all educational involved actors: preschool teachers, families and primary school teachers. The importance of this moment is supported both by empirical data from practice and by numerous psycho-pedagogical studies which demonstrate that a sudden, unsupported or inconsistent transition can generate anxiety, adaptation difficulties, decreased motivation for learning and, in some cases, early educational failures. In contrast, a properly managed transition path, based on collaboration and communication among kindergarten, family and school, contributes to the faster and more natural integration of the child into the preparatory class, providing him with emotional security and confidence in his own abilities.