Abstract:

Transitions are frequent in contemporaneous society and play a central role in human development. Among socially expected educational transitions, it is possible to highlight the one from preschool to elementary school. The literature has supported the view of the child as an active agent in his/her educational path and has suggested that competencies developed in preschool are important precursors of academic success in elementary school. Hence, the articulation between preschool and elementary school teachers is important to support children’s active role in this transition and to sustain a harmonious educational continuum. However, a number of challenges and opportunities can be pinpointed to attain such an educational continuum. This study aims at addressing preschool and elementary school teachers’ perspectives about challenges and opportunities in the referred transition. Twenty teachers, 17 women (85%) and three (15%) men (Mage = 38.60) completed social-demographic items and answered to a semi-structured interview. A qualitative thematic analysis allowed the identification of two main themes, which were subdivided in nine sub-themes and 12 sub-subthemes. One main theme considered perceived barriers to the joint articulation of teachers and to an effective educational continuum (e.g., professional pre-conceptions about preschool and elementary school, lack of joint training opportunities). Another main theme coupled practical strategies that have been or could be further implemented to facilitate articulation among teachers and to foster an effective and harmonious educational continuum (e.g., joint pedagogical projects, partnerships with families). Based on these findings, implications for future research and for lifelong training opportunities with preschool and elementary school teachers are discussed.

Keywords:

Educational continuum, preschool, elementary school, teachers.