The focus of pedagogical of the teacher's work with children in the Start Together program prior to entering primary school

This thesis focuses on the focus of teachers' pedagogical work with children in the Start Together program before their entry into primary school. The aim is to analyze how teachers organize educational activities and how they support the development of key skills in children, particularly independent thinking, collaboration, creativity, and school readiness. The theoretical part presents the history and philosophy of the Start Together program, its goals and principles, and examines pedagogical practices such as activity centers, the principles of freedom and responsibility for children, connecting learning with real-life experiences, planning and assessment of activities, self-assessment by children, and the Oregon method. It also addresses professional development for teachers, including training, mentoring, professional communities, and collegial support, as well as the transition of children from kindergarten to primary school and the alignment of school curricula. The practical part is based on qualitative research, including semi-structured interviews with teachers from kindergartens and primary schools in a northwestern city. The study explores how teachers organize learning activities, motivate children, and collaborate with parents, aiming to understand how the Start Together program...