Incidencia de los factores de aprendizaje en la transición de la educación preescolar a primaria

In Colombia, school transitions involve changes that impact children's socio-emotional life; therefore, it is necessary to properly coordinate the transition from one cycle to the next. The viability of these transitions involves all stakeholders: family, school, and preschool students. Preschoolers require greater support and, therefore, demand more emotional support to project new realities in their minds. Upon becoming independent from their families and the protective support of their preschool teachers, children must recognize and interact with new teachers and interact with people outside their comfort and safety environment. Based on descriptive and interpretive components, the process of transition from preschool to primary school is addressed, along with its respective socio-educational implications. The research seeks to understand the details of the transition from preschool to primary school, identifying, interpreting, and analyzing the role of learning factors associated with success in this transition, thus contributing to a substantial improvement in the transition to schooling. To this end, it is advisable to identify coordination processes and build agreements among stakeholders, especially parents and the educational community, in order to establish more student-friendly coordination strategies. The key finding is the impact of learning factors on the success of transitions, as well as the exploration and definition of the situation through an ethnographic reading of the context involved. Likewise, the analysis of results based on the information obtained will allow us to establish the expectations and difficulties of learners undergoing change. In this context, transitions must have comprehensive support.