Abstract
<p style="text-align:justify">The educational transition between early childhood education and primary education is a complex moment of change with repercussions throughout the academic life of the students. For this reason, it is important to seek continuity between both educational stages. A successful transition produces for the social, cognitive and emotional well-being of the student. The aim of this study is to find out how transition-related factors apply in ten European Union (EU) countries. The factors analyzed are the age of onset of transition, the teacher–student ratio, types of clustering, financing of the stage, responsibility, and both initial and in-service teacher training. The methodology followed in this study is documentary analysis and the main source of data search has been the European Commission's Eurydice portal. The results show differences in stage change within each country, especially in the explicit consideration of a transition period. The main conclusion is that there is a great difference between the northern and southern countries. The main differences between countries in the transitions from early childhood education to primary education in the EU are in the years of compulsory education, the teacher/student/unit ratio, the initial teacher training, and the decentralization of education.</p>
Highlights
The transition between the stages of Early Childhood Education (ECE) and Primary Education (PE) has been a topic of interest for research in the last decade
The aim of this research is to analyze the transition from ECE to PE in the European Union (EU) based on the variables related to the macro-level
The above highlights the diversity of how the transition from ECE to PE is being addressed in the EU
Summary
The transition between the stages of Early Childhood Education (ECE) and Primary Education (PE) has been a topic of interest for research in the last decade. Years later, Bowman (1993), mentioned that the care and training that should be given to children throughout this period prior to primary school ("pre-school") is within the same developmental stage as in the first years of primary school and, both stages should share common principles and practice. This continuity should not involve "preparation for primary school" by anticipating content or methodology, but it must involve the development of a common curriculum by both educational stages (Manini, 1992, as cited in Argos et al, 2019). It aims to develop the social, emotional, cognitive, and physical needs of the child to build a strong and comprehensive foundation for learning and well-being throughout life (United Nations Educational, scientific and Cultural Organization [UNESCO], 2020)
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