Contextual determinants of kindergarten culture as indicators of children's well-being during their transition and adaptation

References

• Allder, M. (1993). The meaning of “School Ethos”. Westminster Studies in Education, 16(1), 59–69. doi:10.1080/0140672930160109
   Google Scholar
• Anđić, D., & Tatalović Vorkapić, S. (2019). Relating the education for sustainable development to contemporary transition models: Could biofilia be perceived as positive factor of transition to kindergarten or school? In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), INTED2019 Proceedings, 13th International Technology, Education and Development Conference, 11th–13th March (pp. 946–954). Valencia, Spain. doi:10.21125/inted.2019.0319
   Google Scholar
• Antulić Majcan, S., & Pribela-Hodap, S. (2017). Prvi koraci na putu prema kvaliteti: samovrednovanje ustanova ranoga i predškolskoga odgoja i obrazovanja [First Steps Towards Quality: Self-evaluation of ECEC institutions]. Zagreb: Nacionalni Centar za Vanjsko Vrednovanje Obrazovanja
   Google Scholar
• Ben-Arieh, A., Casas, F., Frones, I., & Korbin, J. E. (Eds.). (2014). Handbook of child well-being. Dordrecht: Springer Science + Bussines Media.
   Google Scholar
• Berk, L. (2015). Dječja razvojna psihologija [Child developmental psychology]. Jastrebarsko: Naklada Slap.
   Google Scholar
• Blatchford, B. P., Battle, S., & Mays, J. (1982). The first transition, home to pre-school. Windsor, UK: National Foundation for Educational Research - Nelson.
   Google Scholar
• Bradshaw, J., Hoelscher, P., & Richardson, D. (2007). An index of child well-being in the European Union. Social Indicators Research, 80(1), 133–177. doi:10.1007/s11205-006-9024-z
   Web of Science ®Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
   Google Scholar
• Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In W. Damon & R. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (Vol. 1, 5th ed.). New York, NY: John Wiley.
   Google Scholar
• Bruner, J. (2000). Kultura obrazovanja [The culture of education]. Zagreb: Educa.
   Google Scholar
• Buljubašić-Kuzmanović, V. (2016). Socijalna kultura škole i nastave [Social culture of school and the teaching process]. Osijek: Filozofski Fakultet Osijek.
   Google Scholar
• Cryer, D., Wagner-Moore, L., Burchinal, M., Yazejian, N., Hurwitz, S., & Wolery, M. (2005). Effects of transitions to new child care classes on infant/toddler distress and behavior. Early Childhood Research Quarterly, 20(1), 37–56. doi:10.1016/j.ecresq.2005.01.005
   Web of Science ®Google Scholar
• Dalli, C. (2000). Starting child care: What young children learn about relating to adults in the first weeks of starting child care. Early Childhood Research and Practice, 2(2), 1–28. Retrieved from http://ecrp.uiuc.edu/v2n2/dalli.html
   Google Scholar
• Datler, W., Datler, M., & Funder, A. (2010). Struggling against a feeling of becoming lost: A young boy’s painful transition to day care. Infant Observation, 13(1), 65–87.
   Google Scholar
• Deal, E. T., & Peterson, K. D. (1999). Shaping school culture: The heart of leadership. San Francisco, CA: Jossey-Boss Inc.
   Google Scholar
• Dockett, S., & Perry, B. (2005). Researching with children: Insights from the starting school research project. Early Child Development and Care, 175(6), 507–521. doi:10.1080/03004430500131312
   Google Scholar
• Domović, V. (2004). Školsko ozračje i učinkovitost škola [School climate and school effectiveness]. Zagreb: Naklada Slap
   Google Scholar
• Early, D. M., Pianta, R., C., Taylor, L. C., & Cox, M. J. (2001). Transition practices: Findings from a National Survey of Kindergarten Teachers. Early Childhood Education Journal, 28(3), 199–206.
   Google Scholar
• Einarsdóttir, J., Perry, B., & Dockett, S. (2008). Transition to school practices: comparisons from Iceland and Australia. Early Years, 28(1), 47–60. doi:10.1080/09575140801924689
   Google Scholar
• Griebel, W., & Niesel, R. (2002). Co-constructing transition into kindergarten and school by children, parents and teachers. In H. Fabian & A. Dunlop (Eds.), Transitions in the early years: debating continuity and progression for children in early education (pp. 64–75). London: Routledge Falmer.
   Google Scholar
• Hargreaves, D. H. (1995). School effectiveness and school improvement. School Effectiveness and School Improvement, 6(1), 23–46. doi:10.1080/0924345950060102
   Web of Science ®Google Scholar
• Katz, L. G., Evangelou, D., & Hartman, J. A. (1991). The case for mixed age grouping in Early Education. Washington, DC: National Center for Education of Young Children.
   Google Scholar
• Lippman, L. (2004). Indicators of child, family and community connections. Washington, DC: Office of the Assistant Secretary for Planning and Evaluation, US Department of Health and Human Services.
   Google Scholar
• Loizou, E. (2011). Empowering aspects of transition from kindergarten to first grade through children's voices. Early Years, 31(1), 43–55. doi:10.1080/09575146.2010.515943
   Google Scholar
• Maslowski, R. (2006). A review of inventories for diagnosing school culture. Journal of Educational Administration, 44(1), 6–35. doi:10.1108/09578230610642638
   Google Scholar
• Muijs, D., Aubrey, C., Harris, A., & M. Briggs, M. (2004). How do they manage? A review of the research on leadership in early. Journal of Early Childhood Research, 2(2), 157–169. doi:10.1177/1476718X04042974
   Google Scholar
• National curriculum of an Early and Preschool Care and Education. (2014). Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje. Republic of Croatia: Ministry of Science, Education and Sport (In Croatian).
   Google Scholar
• O’Farrelly, C., & Hennessy, E. (2013). Understanding transitions within early childhood care and education settings: the perspectives of professionals. International Journal of Transitions in Childhood, 6, 3–15.
   Google Scholar
• Peko, A., Varga, R., & Vican, D. (2016). Upravljanje odgojno-obrazovnom ustanovom: Kultura škole [Educational management: School culture]. Zadar: Sveučilište u Zadru.
   Google Scholar
• Petrović-Sočo, B. (2007). Kontekst ustanove za rani odgoj i obrazovanje –holistički pristup [Context of preschool institution-holistic approach]. Zagreb: Mali Profesor.
   Google Scholar
• Pianta, R. C., & Cox, M. J. (Eds.). (1999). The transition to kindergarten. Baltimore, MD: Brookes.
   Google Scholar
• Prosser, J. (1999). School culture. London: Paul Chapan Publishing Ltd.
   Google Scholar
• Recchia, S. L., & Dvorakova, K. (2012). How three young toddlers transition from an infant to a toddler child care classroom: Exploring the influence of peer relationships, teacher expectations, and changing social contexts. Early Education & Development, 23(2), 181–201. doi:10.1080/10409289.2012.630824
   Web of Science ®Google Scholar
• Rijavec, M., Miljković, D., & Brdar, I. (2008). Pozitivna psihologija [Positive psychology]. Zagreb: IEP.
   Google Scholar
• Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21(5), 491–511. doi:10.1016/S0193-3973(00)00051-4
   Web of Science ®Google Scholar
• Rodd, J. (2013). Leadership in early childhood: The pathway to professionalism. (4th ed.). Berkshire, UK: Open University Press.
   Google Scholar
• Schein, E. H. (2004). Organizational culture and leadership. San Francisco, CA: Jossey-Boss
   Google Scholar
• Seme Stojnović, I., & Hitrec, S. (2014). Suvremeno vođenje u odgoju i obrazovanju [Contemporary leadership in education]. Zagreb: Golden Marketing.
   Google Scholar
• Sims, M., Waniganayake, M., & Hadley, F. (2018). Eduactional leadership: An evolving role in Australian early childhood settings. Educational Management Administration & Leadership, 46(6), 960–979. doi:10.1177/1741143217714254
   Web of Science ®Google Scholar
• Slunjski, E. (2008). Dječji vrtić - zajednica koja uči, mjesto dijaloga, suradnje i zajedničkog učenja [Kindergarten- learning community, a place of dialogue, cooperation and mutual learning]. Zagreb: Spektar Media.
   Google Scholar
• Stoll, L., & Fink, D. (2000). Mijenjajmo naše škole, Kako unaprijediti djelotvnornost i kvalitetu škola [Changing our schools: Linking school effectiveness and school improvement]. Educa: Zagreb.
   Google Scholar
• Strehmel, P. (2016). Leadership in early childhood education – Theoretical and empirical approaches. Journal of Early Childhood Education Research, 5(2), 344–355.
   Google Scholar
• Tatalović Vorkapić, S. (2019). Children's well-being during transition periods in Croatia: The proposal of empirical validation of Ecological-dynamic model. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.). In INTED2019 Proceedings, 13th International Technology, Education and Development Conference, 11th-13th March (pp. 265–276). Valencia, Spain.doi:10.21125/inted.2019.0130
   Google Scholar
• Tatalović Vorkapić, S., Vlah, N., & Vujičić, L. (2012). Osnaživanje uloge budućih odgajatelja u očuvanju mentalnog zdravlja predškolske djece: promjene studijskog programa [strengthening future preschool teachers' role in preserving mental health of preschool children: Current changes in the study program]. Život i Škola, 28(2), 130–144.
   Google Scholar
• Vrcelj, S. (2003). Školska kultura – faktor kvalitete škole [School culture: Element of school quality]. In M. Kramar, & M. Duh (Eds.). Didaktièni in metodièni vidiki prenove in razvoja izobraževanja (pp. 87–93). Maribor: Univerza v Mariboru – Pedagoška Fakulteta Maribor.
   Google Scholar
• Vujičić, L. (2008). Kultura odgojno-obrazovne ustanove i kvaliteta promjena odgojno-obrazovne prakse [The Interrelatedness between the Culture of Educational Institutions and Quality Changes of Educational Practice]. Pedagogijska istraživanja, 5(1), 120–127.
   Google Scholar
• Vujičić, L. (2011). Istraživanje kulture odgojno obrazovne ustanove [Researching the culture of education institutions]. Zagreb: Mali Profesor.
   Google Scholar
• Vujičić, L., Pejić Papak, P., & Valenčić Zuljan, M. (2018). Okruženje za učenje i kultura ustanove [The learning environment and institutional culture]. Rijeka: Učiteljski Fakultet u Rijeci.
   Google Scholar