In this paper we present a participatory research process developed in a Pre-primary and Primary school located in a Spanish village.  Along the research process the school analysed and rethought its views and practices on Educational Transition between the Infant and Primary school stages. The general aim was to improve the way in which transitions were undertaken at school in order to promote a more inclusive process.  This individual aim was finally re-designed and the study undertook transitions at a community level. This means that the whole school community took part in the study, which was developed both inside and outside the school.

The process followed in this school is part of a bigger research funded by the Spanish National Research Plan (EDU2011-2928-C03-01) in which all the Infant and Primary schools from the same local community are engaged. The participation of schools is similar in the way that each of them follows a participative and self-designed process to improve their own school. But schools are different from other schools in relation to the topic or question analysed. Each individual institution is engaged in an unique process that is based in several democratic activities developed inside the schools. In addition to these intra-school processes, schools are committed to interchange and develop some common activities trough an inter-school network. Beyond the schools, community educational and social services are invited to participate and collaborate in the pursuing of a better and more equitable society and school local system.

The school concern for Educational Transitions began in 2010, particularly regarding the transition from Infant to Primary education. But this school interest was later assessed as relevant by all schools and was proposed as a common topic to analyse and study at a community level. In 2012 the question of Educational Transitions was put forward at local level. Thus, by being initiated as an individual school project, it would become a shared community project.

The relevance of educational transitions is clear. We are witnesses to this concern occurring in the international arena (Griebel and Niesel, 2002; Margetts, 2007; Vogler, Crivello and Woodhead, 2008) to deal with the transitions throughout the educational stages, particularly from the first childhood. UNICEF (2012) stated: “readiness for school is the basis of an equitable and quality education (…). It receives increasing support worldwide as a viable method for helping very young boys and girls to achieve their full potential in terms of development and to allow them to have a type of learning that lasts all their lives” (p. 3). According to studies conducted in places such as Australia, Canada, the U.S.A., New Zealand, Singapore and in European countries, it is critical the way in which educational transitions are designed and developed (Fabian & Dunlop, 2007).

For this reason, it is underlined the need to plan the transition between all the agents involved in transitions so that this process can be undergone gradually, in a continuous, without being either brusque or traumatic for schoolchildren (Argos, Ezquerra and Castro, 2011). The importance of planning the transitions by the schools also lies in the fact that if educational practices differ from one teaching staff to another, or from one school to another, then difficulties may arise in terms of the socialization and learning of the pupils, with short and long term implications often related to processes of school failure, dropout or exclusion (UNICEF, 2010).

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