Theoretical Elements on Transitions in Early Childhood Education to Resignify Practices from Pedagogical and Family Management: systematic review

Abstract

Documentary research focused on elucidating theoretical elements to understand the processes of transition from one school grade to another in early childhood and preschool education. It highlights the importance of early education in human life and the need to accompany these transitions in a natural way. The objective was to provide conceptual and methodological tools to deepen the understanding and relevance of accompanying these transitions from the exhaustive review of specialized literature on the subject. Studies were reviewed in databases and repositories, finding 102 papers with the terms "transition", "children" and "early education/preschool"; 70 of them passed the inclusion criteria. The results show that, although there are good practices in other areas, in Colombia, and more specifically in Cucuta - Norte de Santander, there are minimal documented references on these processes and the follow-up of this articulation in the institutions. It is recommended to follow up on the educational transitions and document the efforts of the institutions to involve the communities in these exercises that allow guaranteeing articulated and significant transitions for child development. It is concluded that the number of systematized experiences is low and more research is needed on the interaction between family, school, state and society.