Der Übergang vom Kindergarten in die Grundschule – eine Orientierung zum Stand der empirischen Forschung

This review aims to summarize existing international empirical studies on the transition from kindergarten to a state or private school system. In order to summarize the state of research, the methods of a scoping review were followed. For this purpose, nine scientific databases were searched. In a multistage selection process, k = 47 German- and English-language studies were included in the scoping review for descriptive analysis from a total of k = 6492 findings via matching with seven a priori defined inclusion criteria. The included studies were primarily conducted in Germany (33%) and the United States (29%). Six main research themes could be identified in the both quantitative, qualitative, and mixed-methods research designs. Most of the studies focused on the development and exploratory evaluation of support options during transition as well as structured programs that were conceptually embedded in preschool and elementary schools. Two additional areas of focus in the included studies are the exploratory examination of the development of performance, skills, and engagement during transition, as well as social and problem behavior during the transition process and general social challenges in the course of the necessary adjustment to the elementary school system. Furthermore, gaps and benefits of transition practices, differences between preschool and elementary school, as well as—in a few studies—the topic “inclusion and transition design” are highlighted.