Gaps in the Harmonious Transition from Initial Education to Formal Education in Colombia

Abstract

This article presents the results of research conducted in the Master's in Education program at University Foundation “Los Libertadores” Objective: Propose a route for training and teacher implementation of early childhood policies to guarantee harmonious transition in initial education in two departments of Colombia. Methodology: The research is situated within the qualitative paradigm, employing a phenomenological design. The study was carried out in seven phases, beginning with the confirmation of the research subject and concluding with the writing of the final report. Sampling: A convenience sampling method was used, involving representatives from both Child Development Centers (CDIs) and Educational Institutions (IEs) across the four municipalities selected for fieldwork. This included a total of four CDIs and fifteen IEs. Six focus groups were conducted—three for each type of institution—with a total of 47 participants, including teachers, educational agents, and administrative. Results: The study identified asymmetries between psychopedagogical knowledge and early childhood policy, along with the attitudes of academic staff and institutional conditions, which either facilitate or hinder the smooth transition from early education to formal education. Based on these findings, there is a need for a training pathway focused on the implementation of early childhood education policies to improve the seamless transition into formal education.