Transición de preescolar a primaria: perspectiva familiar en República Dominicana

Emelinda Padilla-Faneytt

doi:10.24320/redie.2025.27.01.6251

Autores

Emelinda Padilla-Faneytt Instituto Tecnológico de Santo Domingo https://orcid.org/0000-0002-6379-8254

DOI:

https://doi.org/10.24320/redie.2025.27.01.6251

Palabras clave:

educación de la primera infancia, enseñanza primaria, participación de los padres, articulación educativa

Resumen

La transición de educación inicial a primaria afecta cognitiva, académica, social y psicológicamente a todos los participantes del proceso educativo. Ampliamente estudiada en el ámbito internacional, esta transición no se ha analizado en República Dominicana desde la perspectiva familiar. El presente analiza la percepción de la transición de preescolar a primaria de padres dominicanos a través de un estudio de casos exploratorio y cualitativo. Se realizaron entrevistas y grupos focales a 178 participantes de dos escuelas, una pública y una privada entre 2021 y 2023. Los datos se analizaron usando el programa MAXqda®, la triangulación y la comparación constante. Los participantes perciben la transición como un proceso educativo que afecta emocional, social, cognitiva y académicamente a niños y familias, y sostienen que la escuela es la responsable principal de la adecuada implementación de la transición pues, aunque ellos realizan actividades para apoyar la transición en el hogar, reconocen que no se involucran debido a la falta de información y formación.

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