Θεσμικός διαχωρισμός και συνεργασία μεταξύ νηπιαγωγείου και πρωτοβάθμιου σχολείου στη Γερμανία και στην Ελλάδα: εμπειρική - συγκριτική προσέγγιση των απόψεων Ελλήνων και Γερμανών εκπαιδευτικών ; Institutional separation and cooperation between pre-school and primary school in Germany and Greece: an empirical-comparative investigation of the views of greek and german pre-school and primary school teachers

Αντικείμενο της διατριβής αποτελεί η διερεύνηση των προϋποθέσεων της συνεργασίαςμεταξύ του Νηπιαγωγείου και του Πρωτοβάθμιου Σχολείου στην Ελλάδακαι στη Γερμανία. Στο πρώτο μέρος της διατριβής αναπτύσσονται οι ιστορικο-κοινω-νικές και οργανωτικές προϋποθέσεις του Νηπιαγωγείου και του Δημοτικού Σχολείουτης Ελλάδας και αντίστοιχα του Kindergarten και της Grundschule της Γερμανίας.Το δεύτερο μέρος αηοτ^ίη συγκριτική-εμπειρική διερεύνηση των απόψεων των Ελλήνωνκαι Γερμανών νηπιαγωγών και δασκάλων/σ ; The subject of the present doctoral thesis is the cooperation between primary schooland kindergarten teachers. This subject was chosen because of the relevance uuupcrationhas for the uninterrupted transition of the children trom the kindergarten io theprimary school, as past educational research has shown. The conditions influencingnegatively or positively cooperation have been investigated in a systematic compansonof the relevant institutional structures in Greece and Germany, in the federal state(Bundesland) of Hesse. This choice was motivated because of significant institutionaldifferences between the two countries which are considered by hypothesis to be relevantfor the cooperation; in Greece the kindergarten and the primary school are partsof an integrated educational system whereas in Germany the kindergarten and theprimary school ("Grundschule") do not belong to an integrated school structure. Forthe purpose of the comparison the districts of Athens (Greece) and of Frankfurt(Hesse) have been chosen and a written questionnaire has been send (1996-1997) toall kindergarten and primary school teachers teaching during the year in which theresearch took place in the first grade, as well as to those which taught in the first gradethe y*ar before Among the mam findings are firstly, that the issue of cooperationoccupies a more central piare, on the pedagogical agenda in Germany than in Greeceand hence secondly, that the German respondents are, more sensitive toward the problemlhaii the Greeks. Thirdly, the kindergarten ...