Comparing Kenya and Hungary preschool to school transitions within the theoretical perspectives of transition

Abstract

AbstractDespite progress in enrolment in most countries, preschoolers still face challenges before joining grade one prompting a critical understanding of child experiences during the preschool-to-school transition. This paper compares preschool-to-school transition characteristics in Kenya and Hungary based on six recurrent concepts in the theories of preschool-to-school transition: relationships, pedagogy, readiness, transition activities, power, and policy proposed by Boyle and colleagues in 2018. We followed narrative research to review the literature published in Google Scholar, ERIC, APA Info, Scopus, Science Direct, and Web of Science Databases from 2000 to 2022 based on the six themes. Despite the heavy emphasis on reducing the risk, the children undergo during the transition to school, there is more focus on the child than other stakeholders in preschool to school transition; family, peers, and community. Further, there is more discontinuity regarding relationships, pedagogy, readiness, and transition activities in Kenya than in Hungary. Therefore, children in Kenya, face more risks than in Hungary during the transition to school.

Keywords

• Boyle’s framework
• comparative analysis
• preschool to school transition
• school readiness
• preschool education