Estrategia didáctica para la transición entre el último grado de preescolar y el primero de básica primaria

Abstract

The transition in early childhood is a fundamental process in the development of the being, therefore, this research work addresses a need that currently occurs in educational institutions, is the break in the transition between the levels of preschool and first grade of primary school. This work proposes the following question: "What are the educational practices used by some teachers that may favor the transition between the last grade of preschool and the first grade of primary school?". To achieve this purpose, the goal has been to characterize the practices and analyze them, in order to design and propose an effective didactic strategy that allows meeting the need felt in the educational institution and that guarantees continuity in educational processes. This will allow students to adapt appropriately to the new pedagogical dynamics, generating a harmonious transition between both levels. To achieve this, a qualitative hermeneutic methodology and case study were implemented, in which the semi-structured interview and the focus groups were used as instruments in data collection, these allowed to characterize the educational practices, and to know what are the strategies used by the teachers and can favor the transition between both levels. In the same way, the contributions of the mothers and academic coordinator were considered, about how this transition develops institutionally. Evidenced need to establish an institutional guideline for the transition process was evident, for this reason a didactic strategy was designed so that the Educational Institution includes it within the PEI as its harmonious transition process.