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<p>This paper examines national and international research on multiprofessional cooperation in the transition from preschool to primary school. The aim is to explore and analyze stakeholders, forms of cooperation, levels of intensity, and thematic focuses of cooperation. For this, we conducted a&#xa0;systematic review in several scientific databases (e.g., Web of Science, PsycInfo), identifying 48&#xa0;studies to be included. The analysis reveals that cooperation primarily takes place between preschool teachers and primary school teachers and is mostly characterized by low-intensity practices. High-intensity, individualized practices occur far less frequently, as do curricular coordination in long-term cooperation structures. Furthermore, international differences emerge regarding the involvement of specific stakeholders such as special education teachers. There is a&#xa0;need for further research concerning different professional perspectives as well as the inclusion of underrepresented professions in multiprofessional cooperation.</p>

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Multiprofessionelle Kooperation beim Übergang vom Kindergarten in die Grundschule: Ein systematisches Review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月20日

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  • Jessica Erhardt,
  • Daniel Then,
  • Sanna Pohlmann-Rother

摘要

This paper examines national and international research on multiprofessional cooperation in the transition from preschool to primary school. The aim is to explore and analyze stakeholders, forms of cooperation, levels of intensity, and thematic focuses of cooperation. For this, we conducted a systematic review in several scientific databases (e.g., Web of Science, PsycInfo), identifying 48 studies to be included. The analysis reveals that cooperation primarily takes place between preschool teachers and primary school teachers and is mostly characterized by low-intensity practices. High-intensity, individualized practices occur far less frequently, as do curricular coordination in long-term cooperation structures. Furthermore, international differences emerge regarding the involvement of specific stakeholders such as special education teachers. There is a need for further research concerning different professional perspectives as well as the inclusion of underrepresented professions in multiprofessional cooperation.