Deepening the transition between childhood education and primary education: the perspective of families and teachers
Abstract The work aims to know the perspective maintained by families and teachers in relation to different elements of the transition process between Childhood Education and Primary Education: its importance or transcendence, the changes that occur and the challenges faced by the children, as well as the mechanisms and actions implemented by the centers to encourage it. 460 families and professors participated in the study completing a questionnaire. The results show the existence of a significant gap in thinking about the importance and transcendence given to the transitions that are experienced in early childhood between families and teachers despite also finding other aspects converging. Considering these findings, the generation of educational transition programs adapted to the needs and demands of each school which encourage the participation of all the people involved in this important process.
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Abello, R. (2008) Informe de Tesis Doctoral. Transiciones al Inicio de la Escolaridad: Una experiencia de construcción de sentido. Doctorado en Ciencias Sociales Ni-ez y Juventud cinde-Universidad de Manizales.
Babi?, N. (2017) Continuity and discontinuity in education: example of transition from preschool to school. Early Child Development and Care, 187 (10), 1596-1609. - https://doi.org/10.1080/03004430.2017.1301935
Brostrom, S. (2002) Communication and continuity in the transition from kindergarten to school, en Fabian, H. y Dunlop, A-W. (eds.) Transitions in the early years: Debating continuity and progression for children in early education. London, Routledge Falmer, 52-63.
Bulkeley, J. y Fabian, H. (2006) Well-being and belonging during early educational transitions. International Journal of Transitions in Childhood, 2, 18-31.
Carr, M. (2001) Assessment in early childhood settings, Learning Stories. London, Paul Chapman.
Castro, A.; Argos, J. y Ezquerra, P. (2012) La transición entre la escuela de educación infantil y la de la educación primaria: perspectivas de ni-os, familias y profesorado. Revista Espa-ola de Pedagogía, 70 (253), 537-552.
Castro, A.; Ezquerra, P. y Argos, J. (2015) La mirada infantil sobre el proceso de transición escolar desde la etapa de educación infantil a la de educación primaria. Perfiles Educativos, xxxvii, 24-49. - https://doi.org/10.1016/j.pe.2015.11.006
Chan, W. L. (2010) The transition from kindergarten to primary school, as experienced by teachers, parents and children in Hong Kong. Early Child Development and Care, 180 (7), 973-993. - https://doi.org/10.1080/03004430802586130
Conyers, L. M.; Reynolds, A. J. y Ou, S. R. (2003) The effect of early childhood intervention and subsequent special education services: Findings from the Chicago child-parent centers. Educational Evaluation and Policy Analysis, 25 (1), 75-95. - https://doi.org/10.3102/01623737025001075
Dockett, S. y Perry, B. (2009) Readiness for school: a relational construct. Australasian Journal of Early Childhood, 34 (1), 20-26.
Dockett, S. y Perry, B. (2014) Continuity of Learning: A resource to support effective transition to school and school age care. Canberra, act: Australian Government Department of Education.
Dockett, S.; Perry, B. y Kearney, E. (2011) Starting School with Special Needs: Issues for Families with Complex Support Needs as Their Children Start School. Exceptionality Education International, 21, 45-61.
Doucet, F. y Tudge, J. (2007) Co-Constructing the transition to school: Reframing the «novice» versus «expert» roles of children, parents, and teachers from a cultural perspective, en Pianta, R. C.; Cox, M. J. y Snow, K. (eds.) School readiness and the transition to kindergarten in the era of accountability. Baltimore, md, Brookes Publishing, 307-328.
Escobar-Pérez, J. y Cuervo-Martínez, A. (2008) Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en Medición, 6 (1), 27-36.
Eskelä-Haapanen, S.; Lerkkanen, M-K.; Rasku-Puttonen, H. y Poikkeus, A-M. (2016) Children's beliefs concerning school transition. Early Child Development and Care, 187 (9), 1446-1459. - https://doi.org/10.1080/03004430.2016.1177041
Fabian, H. y Dunlop, A. W. (eds.) (2002) Transitions in the Early Years. Debating continuity and progression for children in early education. London, Routledge Falmer.
Featherstone, S. (2004) Smooth Transitions. Nursery World, 104 (3919), 14-15.
Gairín, J. (2005) El reto de la transición entre etapas educativas. Aula de Innovación Educativa, 142, 12-17.
Hendy, L. y Whitebread, D. (2000) Interpretations of independent learning in the Early Years. International Journal of Early Years Education, 8 (3), 245-52.
Janus, M. (2011) Transition to School, en Lavericky, M. D. y Renck, M. (eds.) Transitions to Early Care and Education. Indiana, Springer, 177-187. - https://doi.org/10.1007/978-94-007-0573-9_15
Janus, M.; Lefort, J.; Cameron, R. y Kopechanski, L. (2007) Starting kindergarten: What do we know about issues affecting the transition to school for children with special needs? Canadian Journal of Education, 30, 628-648. - https://doi.org/10.2307/20466656
Kaplun, C.; Dockett, S. y Perry, B. (2017) The starting school study: Mothers' perspectives of transition to school. Australasian Journal of Early Childhood, 42 (4), 56-66. - https://doi.org/10.23965/AJEC.42.4.07
Kinkead-Clark, Z. (2015) Ready for big school: making the transition to primary school - a Jamaican perspective. International Journal of Early Years Education, 23 (1), 67-82. - https://doi.org/10.1080/09669760.2014.999027
Kinkead-Clark, Z. (2016) Select Caribbean teachers' perspectives on the socio-emotional skills children need to successfully transition to primary school. Early Child Development and Care, 187 (9), 1403-1412. - https://doi.org/10.1080/03004430.2016.1171762
Lara-Cinisomo, S.; Fuligni, A. S.; Ritchie, S.; Howes, C. y Karoly, L. (2008) Getting ready for school: An examination of early childhood educators' belief systems. Early Childhood Education Journal, 35, 343-349. - https://doi.org/10.1007/s10643-007-0215-2
Pianta, R. y Kraft-Sayre, M. (2003) Successful kindergarten transition. Baltimore, Brookes, md.
Rimm-Kaufman, S. E. y Pianta, R. C. (2000) An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511. - https://doi.org/10.1016/S0193-3973(00)00051-4
Rosier, K. y McDonald, M. (2011) Promoting positive education and care transitions for children. Communities and Families Clearing house Resource Sheet. Consultado el 28 de diciembre de 2013. http://www.aifs.gov.au/cafca/pubs/sheets/rs/rs5.html.
Sakellariou, M. y Sivropoulou, I. (2010) Family and Kindergarten Cooperation within the Framework of Children's Transition from Kindergarten to Primary School. International Journal of Interdisciplinary Social Sciences, 5 (4), 345-360. - https://doi.org/10.18848/1833-1882/CGP/v05i04/51682
Sayers, M.; West, S.; Lorains, J.; Laidlaw, B.; Moore, T. G. y Robinson, R. (2012) Starting school: A pivotal life transition for children and their families. Family Matters, 90, 45-56.
Schulting, A. B.; Malone, P. S. y Dodge, K. A. (2005) The effect of school-based kindergarten transition policies and practices on child academic outcomes. Development and Psychopathology, 41 (6), 860-871. - https://doi.org/10.1037/0012-1649.41.6.860
Unicef (2009) Child Friendly Schools Manual. New York, United Nations Children's Fund.
Vogler, P.; Crivello, G. y Woodhead, M. (2008) La investigación sobre las transiciones en la primera infancia: Análisis de nociones, teorías y prácticas. Cuadernos sobre Desarrollo Infantil Temprano, 48. La Haya, Fundación Bernard van Leer.
Yi Hung Lau, E. (2014) Chinese parents' perceptions and practices of parental involvement during school transition. Early Child Development and Care, 184 (3), 403-415. - https://doi.org/10.1080/03004430.2013.792258
Babi?, N. (2017) Continuity and discontinuity in education: example of transition from preschool to school. Early Child Development and Care, 187 (10), 1596-1609. - https://doi.org/10.1080/03004430.2017.1301935
Brostrom, S. (2002) Communication and continuity in the transition from kindergarten to school, en Fabian, H. y Dunlop, A-W. (eds.) Transitions in the early years: Debating continuity and progression for children in early education. London, Routledge Falmer, 52-63.
Bulkeley, J. y Fabian, H. (2006) Well-being and belonging during early educational transitions. International Journal of Transitions in Childhood, 2, 18-31.
Carr, M. (2001) Assessment in early childhood settings, Learning Stories. London, Paul Chapman.
Castro, A.; Argos, J. y Ezquerra, P. (2012) La transición entre la escuela de educación infantil y la de la educación primaria: perspectivas de ni-os, familias y profesorado. Revista Espa-ola de Pedagogía, 70 (253), 537-552.
Castro, A.; Ezquerra, P. y Argos, J. (2015) La mirada infantil sobre el proceso de transición escolar desde la etapa de educación infantil a la de educación primaria. Perfiles Educativos, xxxvii, 24-49. - https://doi.org/10.1016/j.pe.2015.11.006
Chan, W. L. (2010) The transition from kindergarten to primary school, as experienced by teachers, parents and children in Hong Kong. Early Child Development and Care, 180 (7), 973-993. - https://doi.org/10.1080/03004430802586130
Conyers, L. M.; Reynolds, A. J. y Ou, S. R. (2003) The effect of early childhood intervention and subsequent special education services: Findings from the Chicago child-parent centers. Educational Evaluation and Policy Analysis, 25 (1), 75-95. - https://doi.org/10.3102/01623737025001075
Dockett, S. y Perry, B. (2009) Readiness for school: a relational construct. Australasian Journal of Early Childhood, 34 (1), 20-26.
Dockett, S. y Perry, B. (2014) Continuity of Learning: A resource to support effective transition to school and school age care. Canberra, act: Australian Government Department of Education.
Dockett, S.; Perry, B. y Kearney, E. (2011) Starting School with Special Needs: Issues for Families with Complex Support Needs as Their Children Start School. Exceptionality Education International, 21, 45-61.
Doucet, F. y Tudge, J. (2007) Co-Constructing the transition to school: Reframing the «novice» versus «expert» roles of children, parents, and teachers from a cultural perspective, en Pianta, R. C.; Cox, M. J. y Snow, K. (eds.) School readiness and the transition to kindergarten in the era of accountability. Baltimore, md, Brookes Publishing, 307-328.
Escobar-Pérez, J. y Cuervo-Martínez, A. (2008) Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en Medición, 6 (1), 27-36.
Eskelä-Haapanen, S.; Lerkkanen, M-K.; Rasku-Puttonen, H. y Poikkeus, A-M. (2016) Children's beliefs concerning school transition. Early Child Development and Care, 187 (9), 1446-1459. - https://doi.org/10.1080/03004430.2016.1177041
Fabian, H. y Dunlop, A. W. (eds.) (2002) Transitions in the Early Years. Debating continuity and progression for children in early education. London, Routledge Falmer.
Featherstone, S. (2004) Smooth Transitions. Nursery World, 104 (3919), 14-15.
Gairín, J. (2005) El reto de la transición entre etapas educativas. Aula de Innovación Educativa, 142, 12-17.
Hendy, L. y Whitebread, D. (2000) Interpretations of independent learning in the Early Years. International Journal of Early Years Education, 8 (3), 245-52.
Janus, M. (2011) Transition to School, en Lavericky, M. D. y Renck, M. (eds.) Transitions to Early Care and Education. Indiana, Springer, 177-187. - https://doi.org/10.1007/978-94-007-0573-9_15
Janus, M.; Lefort, J.; Cameron, R. y Kopechanski, L. (2007) Starting kindergarten: What do we know about issues affecting the transition to school for children with special needs? Canadian Journal of Education, 30, 628-648. - https://doi.org/10.2307/20466656
Kaplun, C.; Dockett, S. y Perry, B. (2017) The starting school study: Mothers' perspectives of transition to school. Australasian Journal of Early Childhood, 42 (4), 56-66. - https://doi.org/10.23965/AJEC.42.4.07
Kinkead-Clark, Z. (2015) Ready for big school: making the transition to primary school - a Jamaican perspective. International Journal of Early Years Education, 23 (1), 67-82. - https://doi.org/10.1080/09669760.2014.999027
Kinkead-Clark, Z. (2016) Select Caribbean teachers' perspectives on the socio-emotional skills children need to successfully transition to primary school. Early Child Development and Care, 187 (9), 1403-1412. - https://doi.org/10.1080/03004430.2016.1171762
Lara-Cinisomo, S.; Fuligni, A. S.; Ritchie, S.; Howes, C. y Karoly, L. (2008) Getting ready for school: An examination of early childhood educators' belief systems. Early Childhood Education Journal, 35, 343-349. - https://doi.org/10.1007/s10643-007-0215-2
Pianta, R. y Kraft-Sayre, M. (2003) Successful kindergarten transition. Baltimore, Brookes, md.
Rimm-Kaufman, S. E. y Pianta, R. C. (2000) An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511. - https://doi.org/10.1016/S0193-3973(00)00051-4
Rosier, K. y McDonald, M. (2011) Promoting positive education and care transitions for children. Communities and Families Clearing house Resource Sheet. Consultado el 28 de diciembre de 2013. http://www.aifs.gov.au/cafca/pubs/sheets/rs/rs5.html.
Sakellariou, M. y Sivropoulou, I. (2010) Family and Kindergarten Cooperation within the Framework of Children's Transition from Kindergarten to Primary School. International Journal of Interdisciplinary Social Sciences, 5 (4), 345-360. - https://doi.org/10.18848/1833-1882/CGP/v05i04/51682
Sayers, M.; West, S.; Lorains, J.; Laidlaw, B.; Moore, T. G. y Robinson, R. (2012) Starting school: A pivotal life transition for children and their families. Family Matters, 90, 45-56.
Schulting, A. B.; Malone, P. S. y Dodge, K. A. (2005) The effect of school-based kindergarten transition policies and practices on child academic outcomes. Development and Psychopathology, 41 (6), 860-871. - https://doi.org/10.1037/0012-1649.41.6.860
Unicef (2009) Child Friendly Schools Manual. New York, United Nations Children's Fund.
Vogler, P.; Crivello, G. y Woodhead, M. (2008) La investigación sobre las transiciones en la primera infancia: Análisis de nociones, teorías y prácticas. Cuadernos sobre Desarrollo Infantil Temprano, 48. La Haya, Fundación Bernard van Leer.
Yi Hung Lau, E. (2014) Chinese parents' perceptions and practices of parental involvement during school transition. Early Child Development and Care, 184 (3), 403-415. - https://doi.org/10.1080/03004430.2013.792258
Castro Zubizarreta, A., Ezquerra Muñoz, P., & Argos González, J. (2018). Deepening the transition between childhood education and primary education: the perspective of families and teachers. Teoría De La Educación. Revista Interuniversitaria, 30(1), 217–240. https://doi.org/10.14201/teoredu301217240
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