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An Intervention Programme to Facilitate the Preschool Transition in Mexico

Authors

DOI:

https://doi.org/10.32870/dse.vi21.664

Keywords:

Preschool Transition - Intervention Programme - Primary School Transition - Mexican Children - Teachers’ Transition Practices

Abstract

Over the last two decades there has been a growing interest in promoting a smooth transition to first grade of primary school given the potential long-term effects a smooth transition can have in preschool children at academic and personal level. Research shows that psycho-educational interventions help improve children’s academic and personal skills, lessening the effects of this challenging change. This study, sought to explore the efficacy of an intervention programme to facilitate this transition in Mexico City, by using a quasi-experimental cross sectional design. Statistical significant differences were found in children’ skills in pre and post-tests in the experimental group but no in the control group as well as in teachers’ use of transition practices. Implications for policy and practice are discussed.

 

Key Words

Preschool Transition, Intervention Programme, Primary School Transition, Mexican Children, Teachers’ Transition Practices

 

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Author Biography

Miguel Ángel Urbina-García, University of Hull, UK

Ph.D. in Educational Psychology (University of York, United Kingdom). Lines of research: Transition to Primary School, Children’s Wellbeing, Emotional Development in Children Aged 0 to 7, Happiness in Children, Parental Practices, Listening to the Voices of Children Aged 3 to 7. Lecturer on Early Childhood Studies and Director of the Post-graduate program on Education, University of Hull, United Kingdom.

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Published

2019-11-12

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Issue

No. 21 (11): Agreement and divergence in sexual education. July-December 2020

Section

Other articles

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