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<p>The transition from preschool to primary school is an important stage in children’s development, involving significant changes as children adapt to a new learning environment. This scoping literature review aims to investigate children’s experiences during this particular transition, driven by three research questions: Which methods were employed to study the children’s transition experience? What research focus of children’s transition experiences have been addressed? What results have emerged concerning children’s transition experiences? Adhering to PRISMA guidelines, through a rigorous process involving two evaluators, articles were selected through specific bibliographic research databases applying a time frame of inclusion from 2008 to 2025, using different words in English in different combinations. The inclusion criteria refer to the participant group, involving children attending preschool and/or primary school; the study's objective focus on children's transition experiences. The exclusion criteria refers to participants not attending preschool and/or primary school; disadvantaged backgrounds; the study objective differing from the topic of interest. Twenty-three articles met the review criteria and were analyzed across three areas: methods employed, research focus, and core features. The results revealed a complex picture of children’s transition experiences that offers educational implications and insights for future research. Promoting inclusive and supportive learning environments emerged as essential factors towards helping children navigate their growth and development journey, emphasizing the importance of a gradual transition process.</p>

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Children’s Experience of Transition from Preschool To Primary School: A Scoping Literature Review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月10日

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  • Carlotta Degli Esposti,
  • Ada Cigala

摘要

The transition from preschool to primary school is an important stage in children’s development, involving significant changes as children adapt to a new learning environment. This scoping literature review aims to investigate children’s experiences during this particular transition, driven by three research questions: Which methods were employed to study the children’s transition experience? What research focus of children’s transition experiences have been addressed? What results have emerged concerning children’s transition experiences? Adhering to PRISMA guidelines, through a rigorous process involving two evaluators, articles were selected through specific bibliographic research databases applying a time frame of inclusion from 2008 to 2025, using different words in English in different combinations. The inclusion criteria refer to the participant group, involving children attending preschool and/or primary school; the study's objective focus on children's transition experiences. The exclusion criteria refers to participants not attending preschool and/or primary school; disadvantaged backgrounds; the study objective differing from the topic of interest. Twenty-three articles met the review criteria and were analyzed across three areas: methods employed, research focus, and core features. The results revealed a complex picture of children’s transition experiences that offers educational implications and insights for future research. Promoting inclusive and supportive learning environments emerged as essential factors towards helping children navigate their growth and development journey, emphasizing the importance of a gradual transition process.