@misc { , title = { Lessons Learnt on the Transition from Preschool to Primary School in Mexico.}, abstract = {This chapter showcases some of the pioneering studies conducted in Mexico that explored how transition from preschool to primary school is experienced by different stakeholders within the socio-political context of Mexican education. Overall, the Mexican education system seems to offer limited continuity between the preschool/kindergarten and the primary school with important implications for children’s personal development and school transition. Longitudinal studies reveal that intervention programs informed by international research seem to support positively the development of children’s skills having a long-term effect. Cross-sectional intervention programs seem to help children develop interpersonal and academic skills that help them navigate this transition. Some parents, teachers, and headteachers seem to recognise the importance of this period of change; however, they do not seem to deploy effective strategies to support this change. Implications of Mexican educational policies during this transition are discussed.}, edition = {1}, isbn = {9783030989347}, pages = {67-86}, publicationstatus = {Published}, publisher = {Springer}, url = {https://hull-repository.worktribe.com/output/3959430}, keyword = {Transition to School, Preschool Transition, Latin America}, year = {2022}, author = {Garcia-Cabrero, Benilde and Urbina Garcia, Angel and Myers, Robert G. and Ledesma-Rodea, Anisai and Rangel-Cantero, Maria Andrea} editor = {Urbina-Garcia, Angel and Perry, Bob and Dockett, Sue and Jindal-Snape, Divya and Garcia-Cabrero, Benilde} }