Sostenere pratiche inclusive nei momenti di passaggio: gli esiti di un’analisi sistematica della letteratura sulla continuità educativa 0-6 condotta in ambito europeo.

Abstract

The article illustrates the findings of a systematic literature review carried out within the Erasmus+ project START (Sustaining Warm and Inclusive Transitions across the Early Years) focusing on transitions from early childhood education and care to primary school. To date, most literature reviews conducted on this topic examined the findings derived from studies published in English and conducted in Anglosaxon countries, thus overlooking the findings of research carried out in EU Member States and published more frequently in original languages. The systematic literature review presented in this paper attempts to address such gap by analysing the findings of studies conducted in the context of EU Member States, which offer a particularly relevant and rich contribution in relation to children’s, families’ and professionals’ experiences and perspectives during transitions. By shedding light on the findings derived from such publication sources, this literature review offers valuable insights in terms of investigating the multiple understandings and approaches underlying transition practices across a variety of policy contexts, educational systems and pedagogical traditions typical of EU Member States.