EFFECTIVE AND HARMONIC TRANSITIONS IN EARLY CHILDHOOD EDUCATION: A SYSTEMATIC REVIEW FROM GLOBAL PEDAGOGICAL PERSPECTIVES
DOI:
https://doi.org/10.56219/dialctica.v4i26.4933Keywords:
early childhood education, teaching strategies, playful pedagogies, school transitionsAbstract
This systematic review article offers a reflective look at effective and harmonious transition processes in early childhood education. The research aims to provide a critical view of the practices and theories that underpin the preparation of children for the transition from preschool to primary education, considering the perspectives of teachers, families, and society. The methodology consisted of a documentary design, for which the hermeneutic method was adopted, using a qualitative methodology based on a systematic review of studies published between 2019 and 2025 in international databases (Scopus, Web of Science, ERIC, and SAGE Journals). Inclusion and exclusion criteria were applied to select relevant research in diverse contexts, prioritizing studies that addressed playful pedagogies, contemporary theoretical frameworks, and post-pandemic strategies. References were classified into five categories: pedagogical approaches, theoretical contributions, methodological proposals, practical experiences, and challenges for future research. The findings highlight the centrality of play-based pedagogies, the importance of considering children's emotions, and the participation of families. Likewise, innovative methodological proposals emphasize the need to include children's voices as a central focus in research on educational transitions. The study is relevant to the academic and educational community as it concludes that there is a need to incorporate key elements aimed at a more equitable, inclusive, and child-sensitive school transition, based on priority actions such as scientific production, educational practice, and the formulation of contextualized public policies.
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