As descontinuidades na transição da educação infantil para o ensino fundamental

Abstract

This study aims to understand how appropriate teaching methods can simplify the transition from kindergarten to elementary school, taking into account children's emotional, social and cognitive needs, and how cooperation between school and family can intensify this process. To this end, we sought to explore teaching methods that help children adapt, taking into account their particularities and the school environment. The theoretical framework was based on authors such as Vygotsky (1991), Kramer, Nunes and Corsino (2011), among others. As a methodology, this experience report used a qualitative approach with a theoretical character and collected information during the supervision stage of the compulsory internships of the Distance Pedagogy Degree course carried out in an early childhood education school in the second quarter of 2023, and in an elementary school in the first quarter of 2024, both in the municipality of Bodó, RN. Furthermore, the analysis of the data showed that collaboration between school and family is significant in establishing a safe and welcoming environment, helping the transition to be successful and the educational process to continue. In conclusion, the research highlights that by using inclusive methods that are geared to the individual learning pace of children, it is possible to reduce the obstacles of this transition phase.