The transition from early childhood to primary education is a process of changes that students undergo. Recent studies indicate that it is necessary to involve all actors in research: teachers, families, and students. Nevertheless, some researchers point to an “adult-centred” view, justified by the lack of linguistic communication among 5–7-year-olds. This study aims to describe the methods used in research on the transition from Early Childhood Education to Primary Education and to evaluate which methods support the participation of all actors involved. We conducted a systematic review of empirical studies between 2016 and 2021. The data show, on the one hand, that students of such a young age are not usually included in these studies. However, there has been an increase in studies that rely on students’ opinions and perceptions. On the other hand, studies that include all actors involved in the transition are a minority. Students of such a young age are not usually included in these studies. When they are included, adapted information collection tools are used. Only by having the students and triangulating the information among all participants is it possible to provide complete information on the process. In addition, there is a lack of action research designs to offer comprehensive and practical improvement actions.

The school transition from early childhood education (ECE) to primary education (PE) is one of the main challenges faced by children in their early childhood. This is a critical time that will impa...

The transition from early childhood education to primary school can be an opportunity or a negative experience that is carried over from the compulsory stage. One of the changes during this process is the classroom, which conditions the methodology and the type of learning that takes place in it. The aim of this article is to detect the changes in the classrooms of the last year of infant education and the first year of primary education as an element that affects the transition. The results show differences between kindergarten and primary school classrooms within the centres analysed and similarities between classrooms at each stage. It is concluded that there is a lack of continuity between kindergarten and primary classrooms which does not facilitate the transition between these stages. La transición del alumnado de educación infantil a primaria puede ser una oportunidad o una experiencia negativa que se arrastra durante la etapa obligatoria. Uno de los cambios durante este proceso, es el aula, que condiciona la metodología y el tipo de aprendizaje que se lleva a cabo en ella. El objetivo de este artículo es detectar los cambios de las aulas del último curso de educación infantil y primero de primaria como elemento que afecta a la transición. Los resultados muestran diferencias entre las aulas de infantil y primaria dentro de los centros analizados y similitudes entre las aulas de cada etapa. Se concluye que existe una falta de continuidad entre las aulas de infantil y de primaria que no facilita la transición entre dichas etapas.

This study explores the transition from Early Childhood Education to Primary Education from the perspective of teachers. It draws on sixteen discussion groups conducted with educators from both stages in eight schools located in Spain. The findings reveal a complex process marked by discontinuities in methodology, organisation, and emotional support, which often hinder a smooth transition. Teachers reported pressures to introduce formal learning early, insufficient institutional coordination, and the persistence of a symbolic hierarchy that undervalues the educational role of Early Childhood Education. Despite these challenges, some schools show positive experiences based on physical proximity between classrooms, teacher stability, and collaborative practices. Teachers proposed several improvements, including extending play-based and active methodologies during the first months of Primary Education, adapting curriculum content to children’s actual learning pace, and designing context-specific transition plans. These results highlight the need for a coordinated and child-centred approach that ensures pedagogical continuity across educational stages.

La Formación Profesional (FP) constituye un ámbito clave de estudio para comprender los procesos de toma de decisiones educativas y profesionales. Este estudio tiene como objetivo identificar y analizar las principales dudas expresadas en foros informales sobre la FP en España, profundizando en los niveles formativos, las familias profesionales y las diferencias de género. Para ello, se recopilaron 1886 mensajes publicados entre 2016 y 2023 en los foros “Y Ahora Qué” y “Media Vida”, seleccionados por su relevancia en debates sobre educación y empleo. Los mensajes se obtuvieron mediante técnicas de scraping y fueron analizados con GPT-4 y el software de análisis cualitativo MAXQDA24, que permitió la clasificación de los mensajes a través de un lexicón estructurado en las tres categorías mencionadas. Los resultados muestran que las cuestiones planteadas se refieren mayoritariamente al Grado Superior y a las familias profesionales “Informática y Comunicaciones” seguida de “Sanidad” y “Química”. Por el contrario, sectores tradicionales como “Vidrio y Cerámica” apenas tienen presencia. Asimismo, se observa una segmentación de género: los hombres se concentran en áreas técnicas, las mujeres en sectores de cuidados, y las familias transversales, como “Administración y Gestión”, presentan una distribución más neutra. Estos hallazgos contribuyen al debate actual sobre la FP, la orientación educativa y la equidad de género, al poner de manifiesto la necesidad de reforzar la orientación académica y profesional libre de estereotipos.