Challenges in Supporting Educational Trajectories and Transitions between Early Childhood and Primary Education
This article analyzes the conceptions, meanings, and challenges emerging from the discourse on educational transitions from the initial to the primary level, regarded as crucial moments that may positively or negatively influence boys and girls’ educational trajectories, given the pedagogical and em...
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| Main Authors: | , , |
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| Format: | Online |
| Language: | Spanish |
| Published: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2025
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| Subjects: | |
| Online Access: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3301 |
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| Summary: | This article analyzes the conceptions, meanings, and challenges emerging from the discourse on educational transitions from the initial to the primary level, regarded as crucial moments that may positively or negatively influence boys and girls’ educational trajectories, given the pedagogical and emotional challenges involved. Based on a document review, this research was carried out with a qualitative approach supported by a hermeneutic paradigm and a descriptive-interpretive design. The technique employed was content analysis, through which a diversity of documents was classified, considering their themes, contents, and assertions. The results show that the authors’ main interests focus on theoretically understanding the phenomenon of educational transitions, highlighting frontiers and thresholds, i.e., the critical points in the path between initial and primary education. Frontiers, understood as the structural divisions between educational levels, condition and limit transition experiences. They impose new expectations and norms, configuring an environment that may prove strange or challenging. On the other hand, thresholds are moments of profound transformation, wherein children not only adapt their knowledge, but also their identity as students. They are marked by the emotional and subjective experience of boys and girls. As a conclusion, pedagogical and emotional environments must be designed which support children’s internal processes, institutional articulation must be strengthened through joint co-construction and curricular and didactic proposals, and experiences centered on boys and girls and family-school work must be fostered. |
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