The educational transition from preschool to primary school in Santo Domingo, Dominican Republic

Abstract

This paper aims to analyze the educational transition from preschool to school in two institutions in Santo Domingo, Dominican Republic. For this purpose, a case study was carried out with 284 people involved in the transition from the last grade of preschool to the first grade of school: Students, teachers, parents, managing staff, and supervisors. Data was collected through interviews, observations, focus groups, document analysis, and field notes. Findings indicate there is neither institutional documentation nor teacher training programs on the educational transition available. Pedagogical interventions for the transition focus mainly on adapting school furniture; parents are not either included in the transition or trained to contribute to this process. Instead, students worry about the potential pedagogical, social, and emotional problems that the transition implies. In conclusion, it is required to produce the necessary documentation and develop training programs for teachers and parents to improve the transition.