Teachers’ Perspectives on the Transition from Early Childhood Education to Primary Education: A Qualitative Study in the Spanish Context

Abstract

This study explores the transition from Early Childhood Education to Primary Education from the perspective of teachers. It draws on sixteen discussion groups conducted with educators from both stages in eight schools located in Spain. The findings reveal a complex process marked by discontinuities in methodology, organisation, and emotional support, which often hinder a smooth transition. Teachers reported pressures to introduce formal learning early, insufficient institutional coordination, and the persistence of a symbolic hierarchy that undervalues the educational role of Early Childhood Education. Despite these challenges, some schools show positive experiences based on physical proximity between classrooms, teacher stability, and collaborative practices. Teachers proposed several improvements, including extending play-based and active methodologies during the first months of Primary Education, adapting curriculum content to children’s actual learning pace, and designing context-specific transition plans. These results highlight the need for a coordinated and child-centred approach that ensures pedagogical continuity across educational stages.