Transitions to School: Perspectives and Experiences from Latin America

1. Introduction.- 2. Play-study unit: Pedagogical introduction to the first year of elementary school.- 3. Transition in a Waldorf school: A process under construction.- 4. Where's the kid who was here?.- 5. The transition from early childhood education to fundamental education in São Paulo City, Brazil: Formative and political (dis)agreements?.- 6. Play, participate and learn at school: What do children say?.- 7. Three transitions in the Chilean early childhood years.- 8. Background on continuities and discontinuities in the transition from early childhood education to primary: The Chilean case.- 9. Characteristics of Cuban's early childhood. Educational and scientific experience.- 10. Does automatic promotion equate automatic education? : A critical analysis of Honduras' Ley Fundamental de Educación.- 11. Lessons learned on the transition from preschool to primary school in Mexico.- 12. Early Childhood Transitions in Chile: Children's and Teachers' Agency during the Transition toSchool.- 13. The transition from pre-school to kindergarten and first grade for Latino children in the USA: A review of the literature.- 14. Holding back for a head start? Correlates and outcomes of delayed kindergarten entry among predominantly low- income, Latino children in Miami.- 15. Conclusions: What do we now know and what future research and development might be possible?.

 

Angel Urbina-García is an international educational psychologist and an expert in child development with more than 15  years of experience in academia having worked in Asia, Europe, and America in the feld of psychology and education working with students from more than 50 countries. He has held leadership positions in world-class universities and is an international researcher with signifcant experience in conducting research across continents using a mixed methodology and following a psycho-educational approach. He has led important international research projects with research grants from the prestigious British Academy, Leverhulme Trust, British Council, and the UK's Global Challenges Research Fund. He pioneered the research on preschool to school transition in Latin American contexts, and he has now created an important international network of researchers from South East Asia (e.g., Vietnam, Cambodia, Laos, Thailand, Singapore, Hong Kong, Australia, and New Zealand), North America (e.g., Mexico and United States), and Latin America (e.g., Chile, Honduras, Brazil, Cuba, Argentina, Ecuador, and Colombia) to conduct cross-cultural cutting-edge research. His research fndings have been disseminated widely at international world-class conferences and have been published in international peer-reviewed journals. He sits on the editorial board of the International Journal of Educational and Life Transitions and is a reviewer for several international world-leading peer-reviewed journals. He also works closely with the Regional Bureau for Education in Latin America and the Caribbean: OREALC/UNESCO Santiago de Chile. 

 

Emeritus Professor Bob Perry is an experienced researcher with over 45 years of work in mathematics education and educational transitions, with particular emphasis in both on early childhood, education of Indigenous children, social justice and community capacity building. He is Emeritus