Navigating school transitions in early childhood: A critical perspective

Abstract

Transitioning to school is a pivotal stage in early childhood that significantly influences children's future academic and social success. This article adopts critical pedagogy, as articulated by Paulo Freire, as a theoretical framework to analyse the complexities of school transitions. Freire's emphasis on dialogue, critical consciousness and praxis underscores the need to address the inequities in power dynamics, social norms and institutional practices that often marginalize children and families. A systematic review of the literature highlights key themes, including power inequalities and the neglect of children's voices, societal expectations of children's school readiness and inequities in transition practices. The findings reveal that hierarchical power structures and exclusionary practices often marginalize children and families from disadvantaged backgrounds, emphasizing the need for culturally responsive and inclusive approaches. Applying Freire's principles of dialogue, critical consciousness and praxis, this study advocates for transformative practices that empower children and families as active agents. The implications underscore the importance of critical reflection and collaborative engagement between educators, policymakers and communities to create equitable transitions that promote lifelong learning and well-being.