Factores Psicológicos Emergentes en la Transición Educativa Entre Preescolar y Primaria en Niños de una institución del Municipio de Albania

This research aims to analyze the perspective of teachers on the factors that influence the educational transition of children from the Gabriel García Márquez Educational Center in Albania, La Guajira, from preschool to primary education. The study addresses the adaptation of students to this crucia...

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Detalles Bibliográficos
Autor principal:	Maira Alejandra Martínez Herrera
Otros Autores:	Edgar Guillermo Pulido
Formato:	Tesis/Trabajo de grado - Monografía - Pregrado
Lenguaje:	Español
Publicado:	Universidad Antonio Nariño 2025
Materias:	transición educativa, educación preescolar educación primaria factores emocionales factores familiares, diversidad cultural. educational transition, preschool education, primary education, emotional factors, family factors, cultural diversity. preschool education primary education, emotional factors, family factors, cultural diversity.
Acceso en línea:	https://repositorio.uan.edu.co/handle/123456789/12369
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Descripción
Sumario:	This research aims to analyze the perspective of teachers on the factors that influence the educational transition of children from the Gabriel García Márquez Educational Center in Albania, La Guajira, from preschool to primary education. The study addresses the adaptation of students to this crucial change, highlighting the emotional, cognitive, family and sociocultural factors that teachers consider key in the process. Based on a theoretical framework focused on child development and school adaptation, and a qualitative methodology based on semi-structured interviews, the study collects data to understand the challenges faced by both teachers and students. The main findings reveal that anxiety and fear are important emotional factors, while cognitive preparation and family support play a crucial role in the success of the transition. Additionally, sociocultural factors and the lack of training of teachers in cultural inclusion also affect the adaptation process of students.