Abstract
The transition from early childhood education to primary school can be an opportunity or a negative experience that is carried over from the compulsory stage. One of the changes during this process is the classroom, which conditions the methodology and the type of learning that takes place in it. The aim of this article is to detect the changes in the classrooms of the last year of infant education and the first year of primary education as an element that affects the transition. The results show differences between kindergarten and primary school classrooms within the centres analysed and similarities between classrooms at each stage. It is concluded that there is a lack of continuity between kindergarten and primary classrooms which does not facilitate the transition between these stages.
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