The transition from preschool to primary school is a significant period in a child’s life, marking the shift from a play-based environment to a more structured educational setting. This transition is not merely a change in physical surroundings; it represents a pivotal developmental milestone, filled with emotional, social, and cognitive implications. A recent scoping literature review conducted by Degli Esposti and Cigala sheds light on how children experience this transition, uncovering essential insights that can help educators, parents, and policymakers support young learners more effectively as they navigate this critical change.
Understanding how children experience the transition from preschool to primary school involves examining various factors that play a role in this process. These include emotional adjustments, changes in routine, academic expectations, and social dynamics. Existing literature emphasizes that children often face a mix of excitement and anxiety during this shift. While many are eager to embark on new adventures, others grapple with separation from familiar caregivers and friends, which can lead to feelings of apprehension. This complex emotional landscape warrants exploration and understanding from educators and parents alike, who play influential roles in children’s experiences during this time.
One of the key aspects highlighted in the review is the significance of social connections for children as they transition. Friendships formed during preschool can provide a critical support network, helping ease the transition into primary school. The literature suggests that children who can maintain or strengthen these bonds tend to adapt more quickly to their new environment. Conversely, children who struggle to connect with peers or experience loneliness may find the transition particularly challenging. This underscores the importance of fostering social skills and encouraging interactions among children in preschool settings to prepare them for the changes that lie ahead.
Academic readiness also plays a crucial role in how children experience the transition. The review indicates that children who arrive at primary school with a solid foundation of basic literacy and numeracy skills often report feeling more confident and less stressed about their capabilities. This preparatory phase in preschool is essential, as it equips children with the necessary tools to thrive in a more demanding educational atmosphere. Educators can therefore benefit from implementing curricula that focus not only on academic skills but also on emotional and social preparation for the next stage of learning.
Teachers are pivotal in determining the quality of the transition experience for children. The review reveals that educators’ attitudes and approaches significantly influence how children perceive and adapt to their new environment. Supportive teaching practices, such as being attentive to children’s emotional needs and fostering a welcoming classroom climate, can significantly ease the adjustment process. Training programs for teachers that focus on how to facilitate this transition can ultimately lead to better outcomes for students, as they learn to navigate new routines and expectations.
Collaboration between preschool and primary school educators is equally vital for a successful transition. The literature points out that effective communication and shared practices between these two educational stages help create continuity for children. When teachers collaborate to share insights about incoming students, it aids in establishing a smoother pathway into primary education. This cooperation can include joint training sessions, shared curricular goals, and coordinated socialization activities, all aimed at minimizing disruptions and fostering a communal approach to early childhood education.
Parental involvement is another essential component of children’s experiences during this transitional phase. The review underscores the critical role parents play in preparing their children for the shift to primary school. Parents can help their children adjust by discussing the transition openly, sharing their own experiences, and attending school orientation sessions. When parents are engaged and informed about the primary schooling process, it can lead to more positive attitudes and expectations in their children, bolstering confidence and reducing anxiety.
Psychological factors also come into play, influencing how children perceive their transition. The literature suggests that children’s self-efficacy – their belief in their abilities – significantly impacts their adjustment experiences. Programs designed to boost children’s self-esteem and resilience can therefore lead to more favorable outcomes during this transitional period. Fostering a growth mindset can help children view challenges as opportunities for learning rather than insurmountable obstacles.
Moreover, environmental factors should not be overlooked. The physical layout of primary schools, as well as the resources available, can have substantial effects on children’s comfort levels. The review indicates that schools with child-friendly spaces, clear signage, and approachable staff help alleviate some of the anxiety associated with entering a new school. Investments in creating welcoming environments can bolster children’s confidence and sense of belonging from the outset.
Furthermore, cultural considerations play an essential role in how different families navigate this transition. The review notes that cultural values and practices influence parental expectations regarding education, which can, in turn, affect how children experience the transition. Understanding and respecting cultural differences enables educators to cater their approaches to meet the diverse needs of students, ensuring that all children feel welcomed and supported as they embark on their educational journey.
Finally, it is important to recognize that the transition from preschool to primary school extends beyond the immediate emotional reactions of children. The consequences of this critical phase can last throughout a child’s educational career. A positive transition experience lays the groundwork for future academic success and well-adjusted behavior in school settings. Conversely, a tumultuous transition can lead to ongoing challenges in learning and social interactions. As the review elucidates, actions taken today by educators, parents, and communities can have lasting impacts on children’s educational trajectories, highlighting the seriousness of investing in this transitional period.
In summary, the transition from preschool to primary school encompasses a multitude of interconnected experiences that children face as they move from one educational environment to another. The literature review by Degli Esposti and Cigala provides a comprehensive overview of the various dimensions that affect how children navigate this period. By understanding the emotional, social, and academic factors that contribute to this transition, stakeholders can implement effective strategies to support young learners.
This review not only highlights the complexities of this critical transition but also serves as a call to action for educators, parents, and policymakers alike to prioritize children’s experiences during this pivotal stage of their development.
Subject of Research: Children’s experience during the transition from preschool to primary school.
Article Title: Children’s Experience of Transition from Preschool To Primary School: A Scoping Literature Review.
Article References:
Degli Esposti, C., Cigala, A. Children’s Experience of Transition from Preschool To Primary School: A Scoping Literature Review.
Early Childhood Educ J (2025). https://doi.org/10.1007/s10643-025-02019-1
Image Credits: AI Generated
DOI: 10.1007/s10643-025-02019-1
Keywords: Transition, preschool, primary school, children’s experience, education, social-emotional development, parental involvement.
