The transition from preschool to primary education: A look at children’s executive functions, as well as teachers’ perceptions and expectations

Authors

  • Stéphanie Duval Université Laval
  • Noémie Montminy Université Laval
  • Lorie-Marlène Brault Foisy Université du Québec à Montréal
  • Anne-Sophie Boucher Université du Québec en Outaouais

Keywords:

Executive functions, school transition, preschool education, first grade, perceptions, expectations, teachers, socio-emotional skills, behavioural skills, cognitive skills

Abstract

During the transition toward the first year of elementary school, children must develop several skills related to executive functions that ensure their socio-emotional, behavioural, and cognitive success. Because this transition represents a pivotal moment, it seems essential to question ways to support the development of executive functions and to study teachers’ perceptions of and expectations towards related skills. The objective of this study is therefore to measure children’s executive functions during the transition to the first grade and to collect teachers’ perceptions and expectations of children’s socio-emotional, behavioural, and cognitive skills.

Author Biographies

Stéphanie Duval, Université Laval

is a full professor in the Faculty of Education at the Université Laval. She is interested in ways to support children's learning and overall development from the beginning of school, including their executive functions, which are a predictor of their educational success. Her projects focus in particular on the observation of components related to executive functions in educational contexts (e.g., kindergarten classes). She is part of several research groups, including the Quality of early childhood educational contexts research team. stephanie.duval@fse.ulaval.ca

Noémie Montminy, Université Laval

holds a bachelor's degree in psychology and a master's degree in educational psychology. As lecturer in the Faculty of Education at the Université Laval, she is interested in the overall development of children and its impact on educational success. She is a doctoral student in educational psychology, and her research focuses on the link between emotional skills and executive functions, two key dimensions of observable behaviour. She contributes to the work of the Canada research chair in cognitive neuroscience for early childhood education and research groups on educational quality and psychosocial maladjustment. noemie.montminy@fse.ulaval.ca

Lorie-Marlène Brault Foisy, Université du Québec à Montréal

is a professor in the Faculty of Education at the Université du Québec à Montréal and holds the Canada Research Chair in Cognitive Neuroscience for Early Childhood Education. Her work focuses on cognitive and brain processes related to development, learning, and teaching, from early childhood to adulthood. Her research is based on the perspective that a better understanding of these processes can shed additional light on our understanding of development and learning, as well as on the choice of educational interventions and support to be implemented for students. brault-foisy.lorie-marlene@uqam.ca

Anne-Sophie Boucher, Université du Québec en Outaouais

holds a master's degree from the Université du Québec en Outaouais. Her master's thesis, completed in the Department of Education, examined students' attachment to their parents and first-grade kindergarten teachers, as well as their ability to adjust socio-academically during the transition to primary school. Anne-Sophie is part of the Quality of early childhood educational contexts research team. Bous124@uqo.ca

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2025-07-08

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Duval, S., Montminy, N., Brault Foisy, L.-M., & Boucher, A.-S. (2025). The transition from preschool to primary education: A look at children’s executive functions, as well as teachers’ perceptions and expectations. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill. Retrieved from https://mje.mcgill.ca/article/view/10099

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