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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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2025
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| Accés en línia: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3301 |
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| author | Restrepo Restrepo, Nataly Benítez, Nilsa Shirley Soto Muñoz, Maria Eugenia |
| author_browse | Benítez, Nilsa Shirley Restrepo Restrepo, Nataly Soto Muñoz, Maria Eugenia |
| author_facet | Restrepo Restrepo, Nataly Benítez, Nilsa Shirley Soto Muñoz, Maria Eugenia |
| author_sort | Restrepo Restrepo, Nataly |
| collection | OJS- Educación y Ciudad |
| description | 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. |
| first_indexed | 2026-02-24T16:00:40Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3301 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:40Z |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-33012025-10-25T15:43:14Z Challenges in Supporting Educational Trajectories and Transitions between Early Childhood and Primary Education Retos para acompañar las trayectorias y transiciones entre la educación inicial y primaria Restrepo Restrepo, Nataly Benítez, Nilsa Shirley Soto Muñoz, Maria Eugenia transición educativa educación infantil educación primaria trayectoria educativa frontera umbral educational transition early childhood education primary education educational trajectory frontier threshold 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. Este artículo analiza las concepciones, sentidos y retos que emergen de los discursos sobre las transiciones educativas del nivel inicial al primario, momentos cruciales que pueden influir positiva o negativamente en las trayectorias educativas de los niños y niñas, dados los desafíos pedagógicos y emocionales involucrados. Una revisión documental, la investigación se desarrolló bajo un enfoque cualitativo, sustentado en un paradigma hermenéutico y un diseño descriptivo-interpretativo. La técnica empleada fue el análisis de contenido, a través del cual se clasificaron y examinaron temáticamente diversos documentos, considerando sus temas, contenidos y afirmaciones. Los resultados muestran que los principales intereses de los autores se centran en comprender teóricamente el fenómeno de las transiciones educativas, destacando las fronteras y los umbrales, i.e., los puntos críticos de la trayectoria entre la educación inicial y primaria. Las fronteras, entendidas como las divisiones estructurales entre niveles educativos, condicionan y limitan las experiencias de transición. Imponen nuevas expectativas y normas, configurando un entorno que puede resultar extraño o desafiante. Los umbrales, a su vez, son momentos de transformación profunda en los que las infancias no solo adaptan sus conocimientos, sino también su identidad como estudiantes. Están marcados por la experiencia emocional y subjetiva de los niños y niñas. Como conclusión, se deben diseñar entornos pedagógicos y emocionales que respalden los procesos internos de las infancias, fortalecer la articulación institucional mediante co-construcción conjunta, propuestas curriculares y didácticas que incorporen principios de progresión, continuidad y diferenciación, y fomentar experiencias centradas en los niños y niñas y el trabajo familia-escuela Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2025-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3301 10.36737/01230425.3301 Educación y Ciudad; No. 49 (2025): Educational trajectories (July-December); e3301 Educación y Ciudad; No. 49 (2025): Trayectorias educativas (julio-diciembre); e3301 Educación y Ciudad; Núm. 49 (2025): Trayectorias educativas (julio-diciembre); e3301 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3301/2523 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3301/2540 Derechos de autor 2025 Nataly Restrepo Restrepo, Nilsa Shirley Benítez, Maria Eugenia Soto Muñoz https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | transición educativa educación infantil educación primaria trayectoria educativa frontera umbral educational transition early childhood education primary education educational trajectory frontier threshold Restrepo Restrepo, Nataly Benítez, Nilsa Shirley Soto Muñoz, Maria Eugenia Challenges in Supporting Educational Trajectories and Transitions between Early Childhood and Primary Education |
| title | Challenges in Supporting Educational Trajectories and Transitions between Early Childhood and Primary Education |
| title_alt | Retos para acompañar las trayectorias y transiciones entre la educación inicial y primaria |
| title_full | Challenges in Supporting Educational Trajectories and Transitions between Early Childhood and Primary Education |
| title_fullStr | Challenges in Supporting Educational Trajectories and Transitions between Early Childhood and Primary Education |
| title_full_unstemmed | Challenges in Supporting Educational Trajectories and Transitions between Early Childhood and Primary Education |
| title_short | Challenges in Supporting Educational Trajectories and Transitions between Early Childhood and Primary Education |
| title_sort | challenges in supporting educational trajectories and transitions between early childhood and primary education |
| topic | transición educativa educación infantil educación primaria trayectoria educativa frontera umbral educational transition early childhood education primary education educational trajectory frontier threshold |
| topic_facet | transición educativa educación infantil educación primaria trayectoria educativa frontera umbral educational transition early childhood education primary education educational trajectory frontier threshold |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3301 |
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