This study investigates the developmental gap between kindergarten and first-grade students in UAE public schools. It examines differences in assessment practices, curriculum quantity, language proficiency barriers, and teaching strategies. The research employs a mixed-methods approach, using surveys and statistical analysis to capture educators' perspectives on the challenges of this transition. Findings highlight disparities in teaching methods, assessment approaches, and classroom expectations between kindergarten and first grade, impacting students' academic and social-emotional development; some of the key changes between kindergarten and first grade that may result in difficulties for some younger learners as they transition from one grade to the other. The environment changes as young learners move from play-based, flexible activity to a more structured academic setting is always a challenge. One of the major impacts is literacy development, in which 65% of students found difficulties in reading and writing compared to kindergarten. Another major impact is self-regulation, where 41% of students found it hard to take the lead in their learning and be independent. The study concludes by emphasizing the need for structured interventions and increased parental involvement to support a smoother transition for children in their early school years.

Keywords: Developmental gap, Transition, social-emotional development, Interventions.