Abstract

The transition between educational levels is a process characterized by the complexity and repercussions that it represents to the future of children’s education. Studies conducted in this field acknowledge the relevance of the approximation and continuity between the practices of preschool and primary teachers for children’s development and learning. However, they are also unanimous in stating that an optimized transition process is far from completion. There is a lack of studies that investigate the issue of continuity between educational levels in Portugal, especially in reading and writing. To address this problem, the objective of this study is to understand the way in which preschool and primary teachers work toward a coordinated and fluid transition, particularly in the field of written language. Interviews were conducted with preschool and primary teachers, and the results reveal the different positions among preschool and primary teachers in the manner in which they conceive the transition process between these two education levels.

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