Gradual Transition Program and Comprehensive Home-school Support for Three-year-old Children with Separation Anxiety in Early Childhood Education Institutions in Ecuador
Published 2026-06-15
Keywords
- separation anxiety,
- home-school transition,
- early childhood education,
- program
How to Cite
Abstract
The home-to-school transition for three-year-old children with separation anxiety presents a pedagogical challenge in early childhood education. This study begins with a theoretical analysis of transitional anxiety, the role of attachment, socio-cultural mediation, social-emotional learning, and guided play as foundations for effective school adjustment in educational institutions. A diagnostic-propositive approach was employed, supported by qualitative techniques, an observation guide applied over one month, and semi-structured interviews with teachers and families. The instruments used for these interviews were validated by specialists.
The findings revealed frequent manifestations of persistent crying, resistance to entering school, and somatization, associated with parenting practices, a lack of stable routines, and limited home-school coordination. A gradual and comprehensive home-to-school transition program was designed, structured in phases (diagnosis, awareness-raising, gradual implementation, socio-emotional strengthening, and evaluation) and five interdependent dimensions: socio-emotional, behavioral-participatory, procedural, family-school relationship, and pedagogical-playful. Expert evaluation confirmed its relevance, feasibility, and coherence, and the need to strengthen the procedural dimension through clearer reception protocols. It is concluded that the program constitutes a comprehensive educational resource that fosters gradual adaptation, emotional self-regulation, and active participation of the child, while simultaneously promoting collaboration between family and school.
Downloads
References
- Andersson Søe, M. A., Schad, E., & Psouni, E. (2023). Transition to preschool: Paving the way for preschool teacher and family relationship-building. Child & Youth Care Forum, 31, 1–23. https://doi.org/10.1007/s10566-023-09735-y.
- Asamblea Nacional del Ecuador. (2021). Ley Orgánica Reformatoria a la Ley Orgánica de Educación Intercultural (R.O. 434-S, 19-IV-2021). Quito, Ecuador.
- Bowlby, J. (1988). A secure base: Parent–child attachment and healthy human development. Basic Books.
- Cusinato, M., LIannattone, S., Spoto, A., Poli, M., Moretti, C., Gatta, M., & Miscioscia, M. (2021). Stress, resilience, and well-being in Italian children and their parents during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 18(22). https://doi.org/10.3390/ijerph182212302
- Ding, X., Wang, J., Li, N., Su, W., Wang, H., Song, Q., y Cohen, D. (2021). Individual, prenatal, perinatal, and family factors for anxiety symptoms among preschool children. Frontiers in Psychiatry, 12(778291). https://doi.org/10.3389/fpsyt.2021.778291
- Finegold, K. E., Knight, J. A., & Hung, R. (2023). Cognitive and emotional well-being of preschool children before and during the COVID-19 pandemic. JAMA Network Open, 6(11). https://doi.org/10.1001/jamanetworkopen.2023.43814.
- González, P. L. (2024). A propósito de la relación familia-escuela. En Educación inicial: Metodología y ambientes de aprendizaje. Editorial Universitaria Abya-Yala. https://pure.ups.edu.ec/es/publications/a-propósito-de-la-relación-familia-escuela
- Jreisat, S. (2023). Separation anxiety among kindergarten children and its association with parental socialization. Health Psychology Research, 11(75363). https://doi.org/10.52965/001c.75363
- Klein, B., Rajendram, R., Hrycko, S., Poynter, A., Ortiz-Alvarez, O., Saunders, N., & Andrews, D. (2023). Anxiety in children and youth: Part 1—Diagnosis. Paediatrics & Child Health, 28(1), 45–51. https://doi.org/10.1093/pch/pxac102
- Ministerio de Educación del Ecuador. (2013). Modelo del Sistema de Educación Intercultural Bilingüe. https://educacion.gob.ec/wp-content/uploads/downloads/2014/03/MOSEIB.pdf
- Ministerio de Educación del Ecuador. (2014). Currículo de Educación Inicial. Quito, Ecuador.
- Ministerio de Educación del Ecuador. (2018). Normas Técnicas del Nivel Inicial.. Quito, Ecuador
- Orgilés, M., Morales, A., Delvecchio, E., Mazzeschi, C., & Espada, J. P. (2020). Immediate psychological effects of the COVID-19 quarantine in youth from Italy and Spain. Frontiers in Psychology, 11(579038). https://doi.org/10.3389/fpsyg.2020.579038.
- Silkenbeumer, J., Lüken, L., Holodynski, M., & Kärtner, J. (2024). Emotion socialization in early childhood education and care – How preschool teachers support children's emotion regulation. Social and Emotional Learning: Research, Practice, and Policy, 4. https://doi.org/10.1016/j.sel.2024.100057
- Simaes, A. C., Mancini, N. A., Uezen-Bozzi, Y., & Gago-Galvagno, L. (2024). Prácticas de crianza y regulación emocional en infantes: una revisión sistemática de estudios empíricos. Revista Interamericana de Psicología, 58(3), xxxx–xxxx. https://doi.org/10.30849/ripijp.v58i3.1884
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press
- Wang, J. C., Hsieh, C.-Y., & & Kung, S.-H. (2022). The impact of smartphone use on learning effectiveness: A case study of primary school students. Education and Information Technologies, 28(6), 6287–6320. https://doi.org/10.1007/s10639-022-11430-9