Transição entre a Educação Pré-Escolar e o primeiro ano: desafios do contexto educativo português

With this research, we seek to understand the challenges on transitions between Early Childhood Education (ECE) and Primary School and how they are shown in teachers’ pedagogical practices as well as within families. We analyzed: planning records and evaluation reports and how these instruments relate to the demands of the new Curriculum Reformulations for ECE 2016 (OCEPE) and Decree Law 55/2018. We developed a qualitative study based on an interpretative phenomenological paradigm. The research allowed us to find out more about practices on the interaction between Primary Schools and ECE institutions from: i) interviews and observation data on effective practices; ii) spontaneous children’s activities; iii) the importance of affectivity; iv) reflection upon children or student work; v) articulation between home and school as a sense of continuity; vi) the teachers/educator’s professional eye about planning; rules and adaptability skills.