<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412025000100101</article-id>
<article-id pub-id-type="doi">10.24320/redie.2025.27.01.6251</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transición de preescolar a primaria: perspectiva familiar en República Dominicana]]></article-title>
<article-title xml:lang="en"><![CDATA[Transition from Preschool to Elementary School: Family Perspective in the Dominican Republic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla-Faneytt]]></surname>
<given-names><![CDATA[Emelinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Santo Domingo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República Dominicana</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412025000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412025000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412025000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La transición de educación inicial a primaria afecta cognitiva, académica, social y psicológicamente a todos los participantes del proceso educativo. Ampliamente estudiada en el ámbito internacional, esta transición no se ha analizado en República Dominicana desde la perspectiva familiar. El presente analiza la percepción de la transición de preescolar a primaria de padres dominicanos a través de un estudio de casos exploratorio y cualitativo. Se realizaron entrevistas y grupos focales a 178 participantes de dos escuelas, una pública y una privada entre 2021 y 2023. Los datos se analizaron usando el programa MAXqda®, la triangulación y la comparación constante. Los participantes perciben la transición como un proceso educativo que afecta emocional, social, cognitiva y académicamente a niños y familias, y sostienen que la escuela es la responsable principal de la adecuada implementación de la transición pues, aunque ellos realizan actividades para apoyar la transición en el hogar, reconocen que no se involucran debido a la falta de información y formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The transition from preschool to elementary school affects everyone in the education process cognitively, academically, socially, and psychologically. Although widely studied internationally, this transition has not been examined in the Dominican Republic from a family perspective. This paper uses a qualitative, exploratory case study to explore the perception of the preschool-to-elementary transition among Dominican parents. Interviews and focus groups were conducted with 178 participants from two schools, one public and one private, between 2021 and 2023. The data were analyzed using the MAXQDA® software program, triangulation, and constant comparison. The participants perceive the transition as an education process that affects children and families emotionally, socially, cognitively, and academically. They maintain that schools are primarily responsible for the proper implementation of this transition, acknowledging that although they do engage in activities to support the transition at home, they do not involve themselves due to a lack of information and training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación de la primera infancia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza primaria]]></kwd>
<kwd lng="es"><![CDATA[participación de los padres]]></kwd>
<kwd lng="es"><![CDATA[articulación educativa]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[parent participation]]></kwd>
<kwd lng="en"><![CDATA[educational articulation]]></kwd>
</kwd-group>
</article-meta>
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