Linked e-resources
Details
Table of Contents
Intro
Acknowledgments
Contents
List of Tables
About the Editors
Chapter 1: Transition to School in Latin American Countries: Introducing some Perspectives and Experiences
Rationale for This Book
Brief Overview of COVID-19 and Related Challenges in Latin America
Importance of Transitions to School and Its Conceptualisation
Education Systems in Chile, Brazil, Mexico, and Cuba
Chile
Brazil
Mexico
Cuba
Policies Supporting Transitions to School in the Four Latin American Countries
Conclusions
References
Chapter 2: Three Transitions in the Chilean Early Childhood Years
Introduction
Conceptual Framework
Organisation of the Chilean Education System
From Home to Preschool
From Preschool to Transition Level 1
From Transition Level 1 to First Grade
Efforts to Ease Transitions
Women Labour Laws
Chile Grows with You
National System of Quality Assurance
Creation of the Vice-Ministry of Early Childhood Education
Educators/Teachers Ladder
Transitions Decree
Discussion
Conclusion
References
Chapter 3: Background on Continuities and Discontinuities in the Transition from Early Childhood Education to Primary: The Chilean Case
Introduction
Early Educational Transitions in Contexts of School Standardisation and Accountability: Understanding the Risks of Schoolification
Continuities and Discontinuities in the Institutional Arrangements: Policies and Regulations
Institutions
Providers
Staff
The Curricular Assemblages of the Early Childhood and Primary School Levels
The Curricular Structure
The Curricular Assemblage
The Importance of Pedagogy
The Learning Objectives
Personal, Social, and Emotional Development
Pedagogical Practices in ECEC Versus Primary Education
Conclusions
References
Chapter 4: Lessons Learnt on the Transition from Preschool to Primary School in Mexico
Introduction
The Transition to School in Mexico: Educational System and Social Context in Mexico
How Transitions Operate Within the Mexican System: A Web of Discontinuities?
Children's Transition: A Follow-Up Study from Preschool to 5th Grade of Primary School
Participants
Measures
Results
Models of Data Analyses
Recent Studies on the Transition from Preschool to School in Mexico
The Effectiveness of a Transition Program
and How Headteachers/Teachers View the Transition
Measures
Intervention
Results
Research Design
Results
Discussion and Conclusions
References
Chapter 5: Characteristics of Cuba's Early Childhood Educational and Scientific Experience
Early Childhood Education in Cuba
Cuban Educational Policy on the Process of Transition to Primary Education
Approach to the Characterisation of the Cuban Preschool Child. A Look at Scientific Research
Acknowledgments
Contents
List of Tables
About the Editors
Chapter 1: Transition to School in Latin American Countries: Introducing some Perspectives and Experiences
Rationale for This Book
Brief Overview of COVID-19 and Related Challenges in Latin America
Importance of Transitions to School and Its Conceptualisation
Education Systems in Chile, Brazil, Mexico, and Cuba
Chile
Brazil
Mexico
Cuba
Policies Supporting Transitions to School in the Four Latin American Countries
Conclusions
References
Chapter 2: Three Transitions in the Chilean Early Childhood Years
Introduction
Conceptual Framework
Organisation of the Chilean Education System
From Home to Preschool
From Preschool to Transition Level 1
From Transition Level 1 to First Grade
Efforts to Ease Transitions
Women Labour Laws
Chile Grows with You
National System of Quality Assurance
Creation of the Vice-Ministry of Early Childhood Education
Educators/Teachers Ladder
Transitions Decree
Discussion
Conclusion
References
Chapter 3: Background on Continuities and Discontinuities in the Transition from Early Childhood Education to Primary: The Chilean Case
Introduction
Early Educational Transitions in Contexts of School Standardisation and Accountability: Understanding the Risks of Schoolification
Continuities and Discontinuities in the Institutional Arrangements: Policies and Regulations
Institutions
Providers
Staff
The Curricular Assemblages of the Early Childhood and Primary School Levels
The Curricular Structure
The Curricular Assemblage
The Importance of Pedagogy
The Learning Objectives
Personal, Social, and Emotional Development
Pedagogical Practices in ECEC Versus Primary Education
Conclusions
References
Chapter 4: Lessons Learnt on the Transition from Preschool to Primary School in Mexico
Introduction
The Transition to School in Mexico: Educational System and Social Context in Mexico
How Transitions Operate Within the Mexican System: A Web of Discontinuities?
Children's Transition: A Follow-Up Study from Preschool to 5th Grade of Primary School
Participants
Measures
Results
Models of Data Analyses
Recent Studies on the Transition from Preschool to School in Mexico
The Effectiveness of a Transition Program
and How Headteachers/Teachers View the Transition
Measures
Intervention
Results
Research Design
Results
Discussion and Conclusions
References
Chapter 5: Characteristics of Cuba's Early Childhood Educational and Scientific Experience
Early Childhood Education in Cuba
Cuban Educational Policy on the Process of Transition to Primary Education
Approach to the Characterisation of the Cuban Preschool Child. A Look at Scientific Research