Thematic Research Report
Strengthening Transitions from Early Childhood Provision to Primary Education
A global quality-improvement study of continuity, equitable entry and institutional responsibility across the early years of education
The movement from home and early childhood provision into primary education is not a single administrative event. It is a period in which children encounter new places, relationships, schedules, languages, expectations and forms of authority. Families acquire new obligations and new points of contact with public institutions. Practitioners relinquish or assume responsibility, often across organisational boundaries that have different governance, finance, professional preparation and conceptions of learning. A transition is strengthened when these changes preserve children’s safety, belonging, curiosity and capacity to participate while extending their opportunities to learn. It is weakened when entry depends principally on the child’s ability to accommodate an unprepared school.
- Research category
- Quality Improvement Methods
- Report archetype
- Quality Improvement Study
- Geographic scope
- Global