Not until recently, the lack of smooth transition to elementary school has not been criticized in Japan. The Elementary 1st grade education starts as so called "Zero Start" and elementary school teachers has to build their curriculum without any information about children's experience during preschool years. Though some school districts started transition activities, such as visiting each institution and sharing experiences, there have not developed transition programs in certain subject.
The purpose of this study is to examine elementary school transition program in music education, focusing on the case of Hungary, which is well known for its systematically-designed music curriculum effected by Kodai.
As the results, (1) it was made clear that the aim of music education and expected abilities in both preschool and elementary school education are the same; (2) elementary school music education is strongly based on the music experienced during preschool years; (3) preschool music education is based by play activities and children's are trained through enjoyable music activities; (4) learning components are stated clearly in text books and it these are designed systematically; (5) what is strongly focus in music education in preschool years and early elementary school years are to learn essential factors in music education, such as sol-fa, sense of rhythm, and listening abilities; and (6) education to enhance abilities to read and write music score starts from the first grade.
From this study, it was made clear that music education in Hungary has a lot of elements for us to learn to create elementary school transition curriculum in music education, in Japan.