Transitions to School: Perspectives and Experiences from Latin America / International Perspectives on Early Childhood Education and Development Bd.37 (PDF)

and Director of Peridot Education Pty Ltd. In conjunction with Sue Dockett, he continues research, consultancy and publication in early childhood mathematics education; educational transitions, with particular emphasis on transition to primary school; researching with children; and evaluation of educational. Currently, he is revising materials for a preschool mathematics intervention run by Australia's leading educational charity and, with Sue Dockett, has just published a book on the evaluation of educational transitions.



Sue Dockett is Emeritus Professor of Early Childhood Education and Director of Peridot Education Pty Ltd., having recently retired from Charles Sturt University, Albury, Australia. Over more than 30 years, she has been actively involved in early childhood education as a teacher, academic and researcher. Much of Sue's current research agenda is focused on educational transitions; in particular, transitions to school and the expectations, experiences and perceptions of all involved. This research has been published widely, and has had substantial impact on policy, practice and research. Complementing her research around educational transitions is research that incorporates children's perspectives, engages with families in diverse contexts, reflects upon the practices of educators, and explores the importance of working with communities.



Professor Divya Jindal-Snape is Chair of Education, Inclusion and Life Transitions in the School of Education and Social Work. She gained her undergraduate and masters qualifications in India. She taught in an all-through school and lectured in Education for a few years before moving to Japan to do a PhD at the University of Tsukuba. After living in Japan for nearly five and a half years, enjoying research and teaching, she moved to Dundee. She is now Director of the Transformative Change: Educational and Life Transitions (TCELT) Research Centre at Dundee University and her research interests lie in the field of inclusion, and educational and life transitions. A significant proportion of her work has been with children and young people with additional support needs, especially children and young people with visual impairment, autism, learning difficulties, emotional and behavioural needs, and complex life limiting conditions. Her research has led to creation of educational resources to enhance inclusion and facilitate transitions through drama (inspired by Boal's Theatre of the Oppressed), stories, games and other creative art forms.





Benilde García-Cabrero is Professor of Educational Psychology at the Faculty of Psychology at UNAM. She holds a M.A. in Educational Psychology from the National Autonomous University of Mexico (UNAM), and a PhD., from UNAM and McGill University in Canada. She participated as a member of a team of consultants, both for the National Institute of Educational Evaluation (INEE), and the "Construye T" Program, where she has designed, adapted and validated instruments to measure socioemotional skills for teachers, elementary, secondary and high school students. She has worked as a government advisor for the Mexican Ministry of Education and as a consultant and coordinator of a number of international projects for various organisations and institutions such as UNICEF, UNESCO, World Bank, OECD and CONAFE. Her current research interests are related to teaching and learning in basic education (K-12), civic and citizenship education, and the affective dimensions of teaching and its relationship to students' socioemotional skills, situational interest and academic engagement. She has published extensively in the form of scientific articles, national reports, international reports, books, and is a member of a range of professional national and international bodies. She is currently a member of the editorial board of the International Journal of Educational and Life Transitions and of the Scientific Committee of the Revista Internacional de Educación Emocional y Bienestar (International Journal of Emotional and Wellbeing Education, RIEEB).