The propose of this study was to identify problems experienced of children, when they passed from kindergarten to fırst grade and alternative implementation suggestion was determined. The interview method used in this study is a type of qualitative research and in the scope of this study, 10 interviews was made. Two kindergarten teachers, two first grade teachers, and two parents have child going to first grade participated to study from the elementary school served high socio-economic status. Other participants of this study were two faculty of early childhood education and two faculty of teacher education from university. Participants was interviewed as a one-to-one and face to face, and participants’ opinions was taken about children’s experienced problems, when they passing from kindergarten to first grade. Participants’ suggestions also were taken about alternative practice recommendations for solving these problems. The data were collected with voice recording. Findings of this study were showed 11 problems of transition between kindergarten and first grade, and they were exhibited alternative implementation suggestions about these problems. These problems showed more experienced what in children who they do not go to pre-school. On education programs and education environments what was indicated to necessity of regulation. Also, to provide collaboration between classroom teachers and pre-school teachers and forwarding to preschool education of children was among proposing solutions.
Kindergarten, First Grade, Adapting to School, Transition Between Echelons, Alternative Implementati