Early English learning and the transition from preschool to primary education: The case of the EAN and PEAP projects in Greece

The transition from preschool to primary school is a pivotal stage in children’s development, marked by new expectations, routines, and relationships. In Greece, the introduction of English into preschools through the EAN project in 2021 created opportunities to support this transition by embedding playful, creative, and interdisciplinary language learning into everyday practice. This paper explores how early English instruction can act as a bridge between preschool and primary school, with particular attention to its relationship with the existing PEAP project in the early grades of primary education. Data were drawn from two sources: written assignments produced by Educational Consultants during a national training programme, and a focus group discussion with English teachers and an Educational Consultant who had participated in the EAN programme. The findings highlight four interrelated factors—continuity of pedagogy, family engagement, collaboration among teachers, and curriculum alignment—as key to easing transitions. Based on these insights, the paper discusses how the principles of EAN could inform the enrichment of PEAP or the design of a renewed programme, ensuring greater continuity across educational levels. The study contributes to debates on early language learning and transitions by showing how English can serve as a unifying element, offering lessons for multilingual education policy beyond Greece.