Overview

This research examines in depth the role played by teachers in the school adaptation of first grade students at the Institución Educativa Normal Superior de Monteria, focusing on the implementation of pedagogical strategies designed to facilitate this critical transition process, which include: motivation, play, the question method, questioning strategies, verbal interaction, socioemotional methods, assessment. This transition involves an adjustment, as well as a series of dynamic experiences that are an integral part of the personal and social development of students, according to Barreto and Ramirez, (2016), the first days of school experience have a great impact, ranging from the establishment of schedules, routines such as waking up early in the morning to reach the kindergarten or school, to the new interactions with girls and boys, where they share and diverge in different cultural aspects.

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