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

Transition and adaptation are challenging periods in children's lives, and some of the most common ones are concerned with the setting of early childhood care and education institution. The contemporary Ecological and Dynamic Model of Transition highlights the importance of interaction between many intra- and interpersonal factors in the efficient transition and adaptation, which often reveals the key contextual factors of kindergarten culture. Therefore, the fundamental objective of this paper is to provide a detailed and systematic overview of contemporary knowledge in the field of the culture of early childhood care and education institutions and theoretical models of transition as well as relevant practices. The contribution of this review of recent scientific literature is all the more significant since there are very few such studies as well as empirical research in our country. The defined conclusions should provide guidelines for future research in our country as well as guidelines for further theoretical reflections and discourses related to the possibilities of improving practices related to children's transition and adaptation in early childhood care and education institutions.