Author(s): Mónika ÖLVECZKY, Diana BORBÉLYOVÁ

Title: AZ ÓVODA-ISKOLA ÁTMENET PERCEPCIÓS RÉSEINEK CSÖKKENTÉSE

Source: P. Baka, D. Borbélyová, A. Csehiová, K. Józsa, K. Kéri, B. Kiss, O. Magirovskaya, Y. Orsovics, B. Pukánszky, Sz. Simon, P. Šenkár, A. Tóth-Bakos, A. Tóthné Litovkina, A. Varga (eds.): 17th International Scientific Conference of J. Selye University. Sessions of the Faculty of Education. Conference Proceedings

ISBN: 978-80-8122-539-0

DOI: https://doi.org/10.36007/5390.2026.299

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2025, 299-315

Published on-line: 2026

Language: hu

Abstract: This study examines whether an assessment–interpretation–feedback (AIF) cycle reduces perceptual gaps during the preschool-to-school transition. In a cross-sectional design, misalignment was indexed using the Expectation–Reality Discrepancy Index (ERDI; hereafter EVE), operationalized as a parent-reported discrepancy rating across eight competency domains. Data were collected from 41 parents of first-grade children who had previously attended 15 preschools in and around Komárno. We compared EVE across school-readiness screening pathways and considered developmental support history within the AIF framework. Findings suggest that structured, two-way feedback and prior school-readiness screening are associated with smaller gaps, whereas discontinuities in information flow between preschool and school maintain misalignment.

Keywords: transition to school, school readiness screening, expectation–reality discrepancy, EVE index, parent-reported discrepancy, feedback, assessment

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