TRANSITION FROM INITIAL TO PRIMARY EDUCATION

Guide to approach transition

The transition is the passage from one place or phase of education to another through time, and that represents challenges from the point of view of social relations, teaching style, environment, space, time, contexts. of learning and learning itself, making the process something intense and with increasing demands.

It is very difficult to establish continuity between the different educational levels because there are many school, family and institutional variables that require relevant changes so that there can be continuity.

How can this experience, which can be stressful or positive, become a pleasant and stimulating process? The author clearly outlines what should be done. Each and every one of her statements provides an example that challenges the reader to put it into practice, with creative and innovative ideas, and relevant to different realities and educational contexts.

This is a Guidebook that proposes a wide repertoire of strategies and activities, all of them based on educational research, which will help teachers make the best decisions when approaching the process, and will suggest what to do so that children and girls enjoy their educational process while developing their cognitive, social, affective and academic skills, intelligences and abilities.

EMELINDA PADILLA FANEYTT has a Postgraduate Degree in Elementary Education, and a Master's and Doctorate in Education. She is a researcher, speaker, trainer, consultant and educational advisor. She takes part in advocacy programs and projects and educational policies, and collaborates with national and international organizations (UNICEF, OEI, among others). She is the Founder and Director of the educational services company Red-Explora.

Foreword, by Blanca Hermosilla Molina

Presentation, by Mercedes Hernandez Caamano

1. Integral development of the child during the educational transition

Language and speech in the transition period. Cognitive development. Capacities not acquired or in the process of being acquired. Periods in the initial literacy process. Levels of writing and reading in the transition. Constructivist didactic proposal for the development of oral and written language.

2. Transition and articulation in educational development

Educational transition. Factors to take into account in the transition and in the articulation of words. Objectives of the articulation of words and associated problems. Psychological and pedagogical principles that facilitate articulation.

3. Approach to the educational transition from the different agents

Agents of the transition process. Organization of the centers. Pedagogical planning. Articulation proposals. Teachers of the initial level and primary education: pedagogical accompaniment and face-to-face and virtual follow-up. Role of the family in the transition. Some proposals.

4. Educational transition and attention to diversity

Inclusive education. Curricular adaptations in the transition educational process.

5. Transition in initial and permanent teacher training programs. Initial teacher training and educational transition. Permanent teacher training, at university and out of the university, for school transition.

Conclusions.