The school transition between early childhood education and the first years of primary school: an integrative review of academic production

Abstract

The article presents an integrative revision about the transition from Early Childhood Education to the first years of Primary School, initially analysing theses and dissertations published between 2019 and 2025, browsed in collections and by applying search filters. The revision identify challenges such as pedagogical discontinuities, premature schooling, and playing reduction, as well as highlight the importance of teacher formation, articulation between steps, and pedagogical documentation. It was observed a lack of research assotiating transition with Urie Bronfenbrenner’s Bioecological Theory, in the time framework (2019-2025). In order to address this problem, a new search was made with the same filters and without time constraint. The studies based on the bioecological approach, published from 2009 to 2016, show that transition is a complex process, influenced by relationship, contect and temporality. The conclusion is that consistent policies, guided by sensible practice and curriculum continuity, are essential to ensure the whole development of children, based in a transition with the minimum of breaks.