It is widely recognised that the early years of life lay the foundation for future development and learning abilities. For this reason, it is necessary to ensure a gradual and continuous transition between the different stages of the educational pathway in order to promote harmonious development and sustain the learning gains achieved in early childhood (OECD, 2017). The concept of transition is closely linked to “school readiness”, understood as children’s preparation for primary education. In the international debate, this concept has been increasingly questioned as a unidimensional construct focused solely on children’s skills. More recent studies adopt a holistic approach, emphasising that readiness concerns not only children, but also schools and families (Bruner, Floyd & Copeman, 2005). Readiness should not be limited to “ready children” but should also include “ready schools” and “ready families” (UNICEF, 2012). This highlights the need for continuity practices that address educational environments and relationships.

Educational continuity can be defined as the set of strategies and educational practices aimed at these goals, implemented through projects that promote dialogue and pedagogical mediation during transitions. It is considered a structural principle of the right to education at the European level, as stated in the Charter of Fundamental Rights of the European Union (art. 14, 2000). Continuity is often discussed in relation to the concept of transition. The transition between ECEC and primary school is defined as a critical moment of change that requires collaborative pedagogical practices, aligned curricula, and attention to children’s experiences in order to sustain the benefits of early education (OECD, 2017). The term “transition” is not widely used in Italy and is often replaced by “continuity”. In Italy, continuity is assumed as a normative and foundational principle structuring the educational system, and it is mentioned in key educational policy documents (e.g., National Guidelines, Pedagogical Guidelines for the Integrated 0–6 System).

Despite the strong pedagogical principles established, continuity manifests itself in very different forms. The practical implementation of continuity varies across the Italian context. On the one hand, it depends on schools’ choices and resources, as well as on leadership decisions and teachers’ engagement. On the other hand, it faces the constant risk of sliding into a mere bureaucratic drift, transforming a moment of educational reflection into a sterile administrative task (Balduzzi, 2021). This variability reflects different interpretations of educational continuity, which remain underexplored. This raises the question of how continuity is actually understood and enacted in everyday school practices. The present study aims to explore teachers' conceptions and declared practices of educational continuity, examining whether and how these differ across educational contexts and school levels in Italy.

A semi-structured questionnaire was developed (Piccioli, 2019). The survey aimed to identify patterns across broader contexts (González-Moreira, A., Ferreira, C., & Vidal, J., 2023) and to map the distribution of continuity practices identified during the interviews, analysing these practices in relation to different types of schools and identifying patterns and differences across contexts. The structure of the survey combined closed-ended questions, multiple-choice questions, and open-ended questions. The first section of the survey collected professional and contextual information about the participants. The second section investigated teachers’ conceptions of educational continuity. The third section focused on continuity practices implemented by schools, including tools used, activities carried out, and the timing and forms of continuity practices. The fourth section addressed the roles and forms of participation of the different actors involved in the transition process: children, teachers, and families. Finally, the questionnaire included open-ended questions allowing participants to share personal reflections and examples of significant practices. The survey was administered online to nearly 400 preschool and primary school teachers in the Veneto Region, Italy. Participants worked in public schools, state-recognised private schools, and schools adopting specific pedagogical approaches (e.g. Montessori, Reggio Emilia-inspired, and Waldorf). Participation in the questionnaire was voluntary and anonymous. Participants provided informed consent. Anonymity was ensured, and data were handled in accordance with GDPR requirements. Responses were analysed in relation to school type and educational level, with the aim of identifying differences, convergences, and recurring configurations of practices. The findings are described in the next paragraph.

The questionnaire identified two main categories of educational continuity. Using the terminology proposed by Balduzzi (2021), these two categories can be described as “tools for building networks and alliances” (such as meetings between teachers, assemblies, and interviews with parents) and “tools for designing and implementing activities” (such as shared projects between schools and operational tools). The data reveal a gap between declared conceptions and enacted practices. High levels of agreement emerged regarding core conceptions of continuity, particularly the importance of sharing educational visions, building a vertical curriculum, and defining common goals. However, informative, organisational, and guidance-oriented practices are more widespread, while forms of active participation, co-design, and shared reflection remain less consolidated. Family engagement appears to be predominantly understood as school-to-family communication rather than active participation, and children's involvement tends to be oriented towards listening to their experiences rather than more active forms of co-construction. The most relevant differences emerged between preschool and primary school teachers. Preschool teachers tend to interpret continuity in relational and pedagogical terms, emphasising everyday educational processes and children's involvement. Primary school teachers show greater attention to readiness, adaptation, and family-oriented practices during the transition. Schools adopting specific pedagogical approaches do not appear as radically alternative models, but show some differences in their pedagogical conceptions of continuity and in the attention attributed to family involvement. In conclusion, the findings suggest that educational continuity is recognised for its value but enacted differently in school practices. Continuity should be understood as a context-dependent pedagogical process shaped by institutional cultures, professional practices, and educational orientations. An important implication emerging from this study is that continuity activities should not concern only teachers and families but also involve children. As Fabian and Dunlop (2007) argue, transitions should support children’s agency, recognising them as agents of change rather than subjects of transition.

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