Abstract
<p class="apa">The transition between educational levels is a process characterized by the complexity and repercussions that it represents to the future of children’s education. Studies conducted in this field acknowledge the relevance of the approximation and continuity between the practices of preschool and primary teachers for children’s development and learning. However, they are also unanimous in stating that an optimized transition process is far from completion. There is a lack of studies that investigate the issue of continuity between educational levels in Portugal, especially in reading and writing. To address this problem, the objective of this study is to understand the way in which preschool and primary teachers work toward a coordinated and fluid transition, particularly in the field of written language. Interviews were conducted with preschool and primary teachers, and the results reveal the different positions among preschool and primary teachers in the manner in which they conceive the transition process between these two education levels.</p>
Highlights
The transition between educational levels is a process characterized by the complexity and repercussions that it represents to the future of children’s education
Interviews were conducted with preschool and primary teachers, and the results reveal the different positions among preschool and primary teachers in the manner in which they conceive the transition process between these two education levels
Asked about the importance of reading and writing in preschool education and about what it means to work on written language at this educational level, all preschool teachers and four of the five primary teachers stated that reading and writing are essential in early childhood education
Summary
The transition between educational levels is a process characterized by the complexity and repercussions that it represents to the future of children’s education. These contradictions occur, for example, between the types of activities that teachers claim to implement, how they approach writing, and the competencies that they seek to develop in children, between the existing curricular guidelines and the manner in which they interpret them or between the role of writing in the education of children and the age considered key to the beginning of a study in this area These inconsistencies reveal implications at the level of the teacher’s pedagogical practices that have with important repercussions related to the involvement of children in literacy events. Regardless of the manner in which each teacher views his or her own pedagogical intervention, at the end of the 1990s, based on the emergence of the Curricular Guidelines for Preschool Education (Ministry of Education, 1997) and more recently with the curricular revision of the Portuguese Program for Primary Education (Ministry of Education, 2009), it is expected that the teaching and learning processes of reading and writing are oriented, in the actual pedagogical practice of these preschool and primary teachers, toward the understanding of what reading and writing are and toward their functional use and significance
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