Transitions to School: Perspectives and Experiences from Latin America

TY - BOOK

T1 - Transitions to School

T2 - Perspectives and Experiences from Latin America

A2 - Urbina-García, Angel

A2 - Perry, Bob

A2 - Dockett, Sue

A2 - Jindal-Snape, Divya

A2 - García-Cabrero, Benilde

PY - 2022

Y1 - 2022

N2 - This book showcases the quality work that Latin American researchers have done on transition to school in Latin American countries by offering the English-speaking world, first-hand access to some Latin American transitions research, practices, and policies. This book shows the work carried out in countries such as Brazil, Chile, Cuba, and Mexico with regards to the way in which the transition to primary school is experienced from different stakeholders' perspectives, and how Latin American educational policies and cultural practices shape such an important process for stakeholders. This book was importantly framed by the COVID-19 pandemic which placed the world in a global health emergency, and it is our hope that this book will trigger future international collaborations between researchers, policy makers, and practitioners interested in transitions which could help produce a wealth of empirical evidence to inform educational policies and transitions practices across the world. Building networks where diverse experiences are valued and respected, as well as analysed, can help provide a platform that supports educators and researchers as they continue their work and branch out in new and challenging directions.

AB - This book showcases the quality work that Latin American researchers have done on transition to school in Latin American countries by offering the English-speaking world, first-hand access to some Latin American transitions research, practices, and policies. This book shows the work carried out in countries such as Brazil, Chile, Cuba, and Mexico with regards to the way in which the transition to primary school is experienced from different stakeholders' perspectives, and how Latin American educational policies and cultural practices shape such an important process for stakeholders. This book was importantly framed by the COVID-19 pandemic which placed the world in a global health emergency, and it is our hope that this book will trigger future international collaborations between researchers, policy makers, and practitioners interested in transitions which could help produce a wealth of empirical evidence to inform educational policies and transitions practices across the world. Building networks where diverse experiences are valued and respected, as well as analysed, can help provide a platform that supports educators and researchers as they continue their work and branch out in new and challenging directions.

KW - Latin American research on transition to school

KW - the organisation of teaching in the first year of preschool

KW - historical cultural psychology

KW - the relationship between teaching, learning and development

KW - the maturity level of sensory-motor skills

KW - the institutionalization of childhood

KW - personal and social transformation at school

KW - Cuban's early childhood education

KW - Honduran early childhood education

KW - Mexican early childhood education

KW - quality level of the preschool program

KW - early childhood transition in Chile

KW - school transition of Latino children in the USA

UR - https://link.springer.com/book/9783030989347

M3 - Book

SN - 9783030989347

T3 - International Perspectives on Early Childhood Education and Development

BT - Transitions to School

PB - Springer

CY - Switzerland

ER -