A smooth transition from kindergarten to school depends on the helping, supporting educational methods and cooperation of the family, the kindergarten, and the school. Despite the organizational diversity of kindergarten and school, the unity, of the indivisible development curve of this age group has to be seen. All educational level has to ensure appropriate circumstances for the children’s age and development level. The complex analysis of the kindergarten transition into school is aimed to approach the issue with many criteria and there required different methods and methodological solutions in different parts of the research.

Our research primarily aims to produce an interdisciplinary analysis of the field of hospital pedagogy in Hungary. Creating an interdisciplinary analysis of hospital pedagogy demands that the topic be approached from multiple viewpoints while addressing partial phases (e.g, Hospital pedagogy’s place within academia’s taxonomic system; a historical overview of hospital pedagogy’s emergence and development; a critical analysis of legal and content regulation; a “problem map” for hospital pedagogy in Hungary;  comparative analysis) of the research project will require the application of a variety of methods and methodological solutions.

Following the chronological line of the domestic history of kindergarten teacher training, I would like to grasp the structural changes of the training, primarily through the descriptive analysis and interpretation of educational historical sources, which can be followed based on laws, regulations, curricula, guides, and training programs. Basically, I would like to present in detail the curricular moments according to which kindergarten teacher training is defined in the examined historical period. In the course of my analysis, I prioritize the designation of goals, the definition of training content, and the relationship between theoretical training and kindergarten practice.