Navigating towards Primary School: Insights from Research and Policy on Educational Transitions in Peru (2000–2024)

Rojas V.; Guerrero G. · International Perspectives on Early Childhood Education and Development (2026) · DOI: 10.1007/978-3-032-10436-6_9

Resumen

This chapter analyses the transition from preschool to primary school in Peru during the first quarter of the twenty-first century. Preschool education has significantly expanded since its official recognition as part of basic education in 2003, with net enrolment rates reaching 94% for children aged 3–5 before the COVID-19 pandemic. Despite this progress, educators and policymakers continue to face challenges in bridging preschool and primary education, particularly for vulnerable groups. The research review highlights that the transition to primary school involves more than just readiness in terms of skills. Emotional security, social skills, a sense of belonging, and cultural identity are also critical factors. Family engagement and schools’ ability to respond to children’s needs are central to this process. This chapter underscores the urgent need for transition programs as well as policies that advance educational equity and quality, ensuring a more inclusive and effective educational system in Peru. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.