Facts In Action

The transition to kindergarten and the early school years is important because it is during this time that children establish competencies critical to school success. Often this transition is difficult because early childhood learning environments offer more supports for children and families than schools do. In addition, structural differences between early childhood and kindergarten - such as larger class size, larger child-to-teacher ratios and an increased emphasis on formal instruction and skill acquisition - can make transitions difficult for children.

Based on the findings of a national survey of kindergarten teachers, the National Center for Early Development and Learning released a report with recommendations for preschool programs and elementary schools in easing the transition to kindergarten. To aid children in transitioning successfully into kindergarten and first grade, the authors suggest that schools and teachers:

• Develop and implement transition practices designed to facilitate successful transition into kindergarten and first grade, which could include convening meetings between local preschool and elementary school staff to discuss how to make expectations and learning experiences comparable across preschool and kindergarten.
  
  
• Foster communication between teachers and parents during times of transition, such as by sending letters to parents before the beginning of school and holding open houses.

Furthermore, to enable these changes, the authors suggest that policies should aim to strengthen bonds between preschool programs and elementary schools, require transition planning teams in school localities, train teachers in "best" transition practices, and strengthen bonds between families and schools. Policies and practices should build on the understanding that young children's success in school is intertwined with their experiences in their families, peer groups, preschools, and school settings, so fostering successful transitions between these settings is critical and helps to support children's progress and learning.

Source:
"Kindergarten Teachers' Practices Related to the Transition to School: Results of a National Survey," R.C. Pianta, M.J. Cox, L. Taylor, and D. Early, The Elementary School Journal, September 1999.

Facts in Action, August 2002