ABSTRACT
Depending on the geographical, social and economic context, the various educational sections -pre-elementary, elementary and secondary - and the subjects themselves, develop independently of each other. Discontinuity in educational and teaching assistance is bound to intensify learning difficulties, so that it is necessary to seek continuity in a child's education. There is the further constraint of fixed timetables, fragmented school days, the necessity of adapting to the very varied demands of the new teacher and new classmates at the beginning of each school year, and the abrupt changeovers between school and family life. Many children have real difficulties when they move from pre-elementary to primary school, the reason being that there is frequently a rupture between the two levels. Continuity does not mean uniformity, and the different aims assigned to primary and secondary education can very well be adapted to differing approaches, provided they are complementary.
