Transition Practices.Report as inadecuate




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NCEDL Spotlight, n1A Jan 1999

Teachers' most common initiatives to help students in their transition to kindergarten signal a negative shift in quality, nature, and depth of contact. Excerpting an article discussing transition practices of kindergarten teachers, this newsletter issue summarizes a study of 3,595 kindergarten teachers. The teachers were asked about their use of 21 practices related to the transition of children into kindergarten in the 1996-97 academic year and 15 barriers to implementing transition practices. Responses indicated that the practices teachers endorse most frequently do not reflect an emphasis on establishing--before school starts--connections among home, school, child care, and other contexts. The practices also do not support continuity in the child's experience or promote positive, supportive relationships with the person involved in the child's care and education. The findings indicate that if the national goal of ensuring all children enter school ready to learn depends in part on ready schools, then there is work to be done regarding that aspect of ready schools that ensures smooth transitions between home and school, and continuity between child care experience and school experience. (JS)

Descriptors: Day Care, Family Involvement, Kindergarten, Parent School Relationship, Parent Teacher Cooperation, Preschool Teachers, Primary Education, School Orientation, School Readiness, Student Adjustment, Teacher Student Relationship, Teaching Methods





Author: Pianta, Robert C.; Cox, Martha J.; Taylor, Lorriane; Early, Diane

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10749&id=ED431554







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