The social representations of educators and parents regarding school transition are one of the main factors that influence both educational practices in the everyday existing school reality and the practices adopted by parents to prepare and support their children in school.

This book presents a first attempt to map, at the national level, the social representations and practices of educators and parents regarding the issue of young children's transition to elementary school. The research results highlight the multiple perspectives: a) of educational continuity/discontinuity between kindergarten and elementary school b) of the issues accompanying it and c) of the beliefs, interpretations, and the set of semantic relationships that intertwine within the educational community as well as in society at large.

The book concludes with recommendations for educators and parents to contribute to the smooth transition of preschoolers to elementary school.