Description
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 So 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 Educacin.- 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 to School.- 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?.
