<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712020000200405</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i21.664</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Programa de Intervención para facilitar la Transición al Primer año de Primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[An Intervention Programme to Facilitate the Preschool Transition in Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urbina-García]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Moisés]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Hull  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>21</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712020000200405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712020000200405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712020000200405&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Durante las últimas dos décadas ha habido un creciente interés en facilitar la transición al primer año de primaria, dados los posibles efectos a largo plazo que puede tener este cambio en niños de preescolar a nivel académico y personal. Las investigaciones muestran que las intervenciones psico-educativas ayudan a mejorar estas habilidades en los niños, disminuyendo los efectos de este difícil cambio. Este estudio exploró la eficacia de un programa de intervención para facilitar esta transición en la ciudad de México mediante un estudio transversal y cuasi-experimental. Se encontraron diferencias estadísticamente significativas en la pre-prueba y la post-prueba en el grupo experimental pero no en el grupo control, así como en el uso de prácticas de transición de los maestros. Se analizan las aplicaciones para políticas y práctica se discuten.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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&#8217;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&#8217; skills in pre and post-tests in the experimental group but no in the control group as well as in teachers&#8217; use of transition practices. Implications for policy and practice are discussed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[transición del preescolar]]></kwd>
<kwd lng="es"><![CDATA[programa de intervención]]></kwd>
<kwd lng="es"><![CDATA[transición a la primaria]]></kwd>
<kwd lng="es"><![CDATA[niños mexicanos]]></kwd>
<kwd lng="es"><![CDATA[prácticas educativas]]></kwd>
<kwd lng="en"><![CDATA[Preschool Transition]]></kwd>
<kwd lng="en"><![CDATA[Intervention Programme]]></kwd>
<kwd lng="en"><![CDATA[Primary School Transition]]></kwd>
<kwd lng="en"><![CDATA[Mexican Children]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; Transition Practices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Berlin]]></surname>
<given-names><![CDATA[L. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Dunning]]></surname>
<given-names><![CDATA[R. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Dodge]]></surname>
<given-names><![CDATA[K. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enhancing the transition to kindergarten: A randomized trial to test the efficacy of the &#8220;Stars&#8221; summer kindergarten orientation program]]></article-title>
<source><![CDATA[Early childhood research quarterly]]></source>
<year>2011</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>247-54</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braun]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using Thematic analysis in psychology]]></article-title>
<source><![CDATA[Qualitative Research in Psychology]]></source>
<year>2006</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>77-101</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bricker]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Pretti-Frontnczak]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition]]></source>
<year>2002</year>
<publisher-loc><![CDATA[USA ]]></publisher-loc>
<publisher-name><![CDATA[Paul H. Brookes Publishing Co.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brownell]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Yeager]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Rennells]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Riley]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers working together: What teacher educators and researchers should know]]></article-title>
<source><![CDATA[Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children]]></source>
<year>1997</year>
<volume>20</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>340-59</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carida]]></surname>
<given-names><![CDATA[H. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Planning and implementing an educational program for the smooth transition from kindergarten to primary school: The Greek project in all-day kindergartens]]></article-title>
<source><![CDATA[The Curriculum Journal]]></source>
<year>2011</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>77-92</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chun]]></surname>
<given-names><![CDATA[W. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A study of children&#8217;s difficulties in transition to school in Hong Kong]]></article-title>
<source><![CDATA[Early Child Development and Care]]></source>
<year>2003</year>
<volume>173</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>83-96</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Claes]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Transition to Kindergarten: the impact of preschool on kindergarten adjustment]]></source>
<year>2010</year>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coolican]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research Methods and Statistics in Psychology]]></source>
<year>2009</year>
<edition>Quinta</edition>
<publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Hodder Education, Hachette Reino Unido]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cox]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[LaParo]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Pianta]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; reported transition practices for children transitioning into kindergarten and primer grade]]></article-title>
<source><![CDATA[Exceptional Children]]></source>
<year>2000</year>
<volume>67</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>7-20</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Curtis]]></surname>
<given-names><![CDATA[D. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Marascuilo]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Point estimates and confidence intervals for the parameters of the two-sample and matched pair combined test for ranks and normal scores]]></article-title>
<source><![CDATA[Journal of Experimental Education]]></source>
<year>2004</year>
<numero>60</numero>
<issue>60</issue>
<page-range>243-69</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dockett]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Transitions to school: Perceptions, expectations, experiences]]></source>
<year>2007</year>
<publisher-name><![CDATA[UNSW Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dockett]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Trends and tensions: Australian and international research and starting school]]></article-title>
<source><![CDATA[International Journal of Early Years Education]]></source>
<year>2013</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>163-77</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fabian]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Dunlop]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8216;The Importance of Play in the Transition to School&#8217;]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Moyles]]></surname>
<given-names><![CDATA[J. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Excellence of Play]]></source>
<year>2005</year>
<edition>Segunda</edition>
<publisher-loc><![CDATA[Berkshire ]]></publisher-loc>
<publisher-name><![CDATA[Open University Press/McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fabian]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Dunlop]]></surname>
<given-names><![CDATA[A. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Outcomes of Good Practice in Transition Processes for Children Entering Primary School]]></article-title>
<source><![CDATA[Working Papers in Early Childhood Development]]></source>
<year>2007</year>
<numero>42</numero>
<issue>42</issue>
<publisher-loc><![CDATA[La Haya, Holanda ]]></publisher-loc>
<publisher-name><![CDATA[Bernard van Leer Foundation]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Giallo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Treyvaud]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Matthews]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kienhuis]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Making the transition to primary school: An evaluation for a transition program for parents]]></article-title>
<source><![CDATA[Australian Journal of Education &amp; Developmental Psychology]]></source>
<year>2010</year>
<numero>10</numero>
<issue>10</issue>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hart]]></surname>
<given-names><![CDATA[K. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Promoting Successful Transitions to Kindergarten: An early Intervention for Behaviourally at Risk Children from head Start Presschools]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haslam]]></surname>
<given-names><![CDATA[S. A.]]></given-names>
</name>
<name>
<surname><![CDATA[McGarty]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research methods and statistics in psychology]]></source>
<year>2014</year>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hedegaard]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Fleer]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Play, Learning, and Children&#8217;s Development: Everyday Life in Families and Transition to School]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kagan]]></surname>
<given-names><![CDATA[S. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Tarrant]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Transitions for Young Children: Creating Connections across Early Childhood Systems]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Baltimore ]]></publisher-loc>
<publisher-name><![CDATA[Brookes Publishing Co.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kerlinger]]></surname>
<given-names><![CDATA[F. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Foundations of Behaviour Research]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Holt, Rinehart and Winston]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ladd]]></surname>
<given-names><![CDATA[G. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Buhs]]></surname>
<given-names><![CDATA[E. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Seid]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Children&#8217;s initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement?]]></article-title>
<source><![CDATA[Merrill-Palmer Quarterly]]></source>
<year>2000</year>
<page-range>255-79</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Gogh]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Action Research to Address the Transition to Kindergarten to Primary School: Children&#8217;s Authentic Learning, Construction Play and Pretend Play]]></article-title>
<source><![CDATA[Early Childhood Research and Practice]]></source>
<year>2012</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[H. C. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Mak]]></surname>
<given-names><![CDATA[Y. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Chan]]></surname>
<given-names><![CDATA[S. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Chu]]></surname>
<given-names><![CDATA[A. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[E. Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Lam]]></surname>
<given-names><![CDATA[T. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effectiveness of a playintegrated primary one preparatory program to enhance a smooth transition for children]]></article-title>
<source><![CDATA[Journal of health psychology]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LoCasale-Crouch]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mashburn]]></surname>
<given-names><![CDATA[A. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Downer]]></surname>
<given-names><![CDATA[J. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Pianta]]></surname>
<given-names><![CDATA[R. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pre-kindergarten teachers&#8217; use of transition practices and children&#8217;s adjustment to kindergarten]]></article-title>
<source><![CDATA[Early childhood research quarterly]]></source>
<year>2008</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>124-39</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Loughran]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Developing reflective practice: Learning about teaching and learning through modelling]]></source>
<year>2002</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Margetts]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Kienig]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[International perspectives on transition to school: reconceptualising beliefs, policy and practice]]></source>
<year>2013</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Malsch]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Green]]></surname>
<given-names><![CDATA[B. I.]]></given-names>
</name>
<name>
<surname><![CDATA[Kothari]]></surname>
<given-names><![CDATA[B. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding parents&#8217; perspectives on the transition to kindergarten: What early childhood settings and schools can do for At-risk families]]></article-title>
<source><![CDATA[Best Practice in Mental Health]]></source>
<year>2011</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>47-66</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Transition to Kindergarten: How Families from Lower-Income Backgrounds Experienced the First Year]]></article-title>
<source><![CDATA[Early Childhood Education Journal]]></source>
<year>2015</year>
<volume>43</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>213-21</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Neuman]]></surname>
<given-names><![CDATA[S.B.]]></given-names>
</name>
<name>
<surname><![CDATA[Bredekamp]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Copple]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning to read and write: Developmentally appropriate practice]]></source>
<year>2000</year>
<publisher-loc><![CDATA[Washington ]]></publisher-loc>
<publisher-name><![CDATA[NAEYC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<collab>OECD</collab>
<source><![CDATA[Education at a Glance 2012: Highlights]]></source>
<year>2012</year>
<publisher-loc><![CDATA[París ]]></publisher-loc>
<publisher-name><![CDATA[OECD]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Dockett]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Petriwskyj]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Transitions to school-international research, policy and practice]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pianta]]></surname>
<given-names><![CDATA[R. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Kraft-Sayre]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Rimm-Kaufman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Gercke]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Higgins]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning&#8217;s Kindergarten Transition Intervention]]></article-title>
<source><![CDATA[Early childhood research quarterly]]></source>
<year>2001</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>117-32</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pierce]]></surname>
<given-names><![CDATA[C. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Bruns]]></surname>
<given-names><![CDATA[D. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aligning components of Recognition and Response and Response to Intervention to improve transition to primary school]]></article-title>
<source><![CDATA[Early Childhood Education Journal]]></source>
<year>2013</year>
<volume>41</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>347-54</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rathbun]]></surname>
<given-names><![CDATA[A. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Hausken]]></surname>
<given-names><![CDATA[E. G.]]></given-names>
</name>
</person-group>
<source><![CDATA[How Are Transition-to-Kindergarten Activities Associated with Parent Involvement during Kindergarten?]]></source>
<year>2001</year>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rimm-Kauffman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Pianta]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Cox]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; Judgements Problems in the Transition to Kindergarten]]></article-title>
<source><![CDATA[Early childhood research quarterly]]></source>
<year>2000</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>147-66</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sassen]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Cities in a world economy]]></source>
<year>2011</year>
<publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silberman]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Active Learning: 101 Strategies To Teach Any Subject]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Des Moines, IA ]]></publisher-loc>
<publisher-name><![CDATA[Prentice-Hall]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stormshak]]></surname>
<given-names><![CDATA[E. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kaminski]]></surname>
<given-names><![CDATA[R. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Goodman]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enhancing the parenting skills of Head Start families during the transition to kindergarten]]></article-title>
<source><![CDATA[Prevention Science]]></source>
<year>2002</year>
<volume>3</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>223-34</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stormont]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Beckner]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Mitchell]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Richter]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Supporting successful transition to kindergarten: General challenges and specific implications for students with problem behavior]]></article-title>
<source><![CDATA[Psychology in the Schools]]></source>
<year>2005</year>
<volume>42</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>765-78</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Taylor]]></surname>
<given-names><![CDATA[S. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bogdan]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[DeVault]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Introduction to qualitative research methods: A guidebook and resource]]></source>
<year>2015</year>
<publisher-name><![CDATA[John Wiley &amp; Sons]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Toohey]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Day]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Home to School/Kindergarten to Grade 1: Incommensurable Practises?]]></source>
<year>2001</year>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Turunen]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Maatta]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What constitutes the pre-school curricula? Discourses of core curricula for pre-school education in Finland in 1972-2000]]></article-title>
<source><![CDATA[European Early Childhood Education Research Journal]]></source>
<year>2012</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>205-2015</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wildenger]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[McIntyre]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Family concerns and involvement during kindergarten transition]]></article-title>
<source><![CDATA[Journal of Child and families studies]]></source>
<year>2011</year>
<volume>20</volume>
<page-range>387-96</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
