FROM THE PRIMARY CLASSROOM TO SECONDARY SCHOOL: AN ANALYSIS OF PSYCHOSOCIAL, EMOTIONAL, AND COGNITIVE DEVELOPMENT—BASED ON CHILD DEVELOPMENT THEORIES—IN SIXTH-GRADE SECONDARY STUDENTS
DOI:
https://doi.org/10.56219/dialctica.v2i28.5463Keywords:
School transition, Social-emotional development, Sixth grade students, Child development theoriesAbstract
The transition from primary to secondary education involves a period of significant emotional changes for sixth grade students. However, the socioemotional dimension of this process has been little studied in the local educational literature, reinforcing the relevance of the present theoretical analysis. This essay analyzes such emotional moves through an analytical review of the specialized literature, encompassing diverse theoretical approaches in the educational and psychological fields. Cognitive, sociocultural and affective perspectives that offer complementary lenses for understanding the emotional experience of students in this transitional stage are examined. Drawing on existing literature and theoretical analysis, the manuscript identifies key factors such as identity construction, the influence of the school social environment, and the development of emotional self-regulation skills. The findings suggest that an integrative approach, which articulates elements from different theories, allows for the understanding of the socioemotional needs of transition students. It is concluded that addressing these emotional changes with pedagogical strategies informed by multiple theoretical perspectives can facilitate the successful adaptation of students to the new educational level. In practical terms, it is recommended that educational institutions implement socioemotional accompaniment strategies informed by these integrated perspectives in order to facilitate a positive school transition.
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