Abstract
ABSTRACT The term ‘transition to primary school’ is widely used in contemporary research, yet its meaning remains ambiguous due to the varied and often inconsistent definitions applied to it. This paper reconceptualises the transition to primary school through three key steps. Initially, it contrasts three prevalent conceptualisations: transition as a ‘milestone’, an ‘event’, and a ‘process’, ultimately arguing that conceptualising transition as a process is more appropriate. Subsequently, it critically reviews studies that treat the transition as a process, identifying both existing and promising research focuses. Finally, it reconceptualises the transition to primary school as a dynamic, multidimensional unity, where individual, collective, and educational dimensions dialectically influence one another. This new framework provides an integrative understanding of the transition, offering a foundation for aligning relevant research and practices across various dimensions.
Published Version
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