Transitions to School: Perspectives and Experiences from Latin America
portes grátis
Transitions to School: Perspectives and Experiences from Latin America
Research, Policy, and Practice
Urbina-Garcia, Angel; Dockett, Sue; Perry, Bob; Jindal-Snape, Divya; Garcia-Cabrero, Benilde
Springer Nature Switzerland AG
08/2022
171
Dura
Inglês
9783030989347
15 a 20 dias
453
Descrição não disponível.
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 Sao 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 Educacion.- 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?.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Latin American research on transition to school;the organisation of teaching in the first year of preschool;historical cultural psychology;the relationship between teaching, learning and development;the maturity level of sensory-motor skills;the institutionalization of childhood;personal and social transformation at school;Cuban's early childhood education;Honduran early childhood education;Mexican early childhood education;quality level of the preschool program;early childhood transition in Chile;school transition of Latino children in the USA
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 Sao 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 Educacion.- 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?.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Latin American research on transition to school;the organisation of teaching in the first year of preschool;historical cultural psychology;the relationship between teaching, learning and development;the maturity level of sensory-motor skills;the institutionalization of childhood;personal and social transformation at school;Cuban's early childhood education;Honduran early childhood education;Mexican early childhood education;quality level of the preschool program;early childhood transition in Chile;school transition of Latino children in the USA
