Students’ transition from preschool to primary education
This study examines the connection between the importance that first-year primary teachers assign to practices associated with the preschool-primary transition, the number of transition practices they implemented, and their students’ socio-academic adjustment. The sample is composed of 78 children and five teachers from two different schools. The data reveals that both the importance attributed to transition practices and the number of transition practices implemented influence students’ socio-academic adjustment during their passage to primary school. The results are discussed in terms of the quantity and quality of transition practices, as well as the alignment of pedagogical practices between kindergarten and the first year of primary school.