Facilitating the Transition to Kindergarten: What ECLS-K Data Tell Us about School Practices Then and Now

Autor/inn/en	Little, Michael H.; Cohen-Vogel, Lora; Curran, F. Chris
Titel	Facilitating the Transition to Kindergarten: What ECLS-K Data Tell Us about School Practices Then and Now
Quelle	In: AERA Open, 2 (2016) 3, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Kindergarten; Preschool Children; School Readiness; Surveys; Longitudinal Studies; Educational Practices; Information Utilization; Public Schools; Transitional Programs; Educational History; Educational Trends; Demography; Disadvantaged Schools; Urban Schools; Poverty; Decision Making; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungspraxis; Informationsnutzung; Public school; Öffentliche Schule; History of education; Bildungsgeschichte; Bildungsentwicklung; Demografie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Decision-making; Entscheidungsfindung
Abstract	Leveraging data from two nationally representative cohorts from the ECLS-K (Early Childhood Longitudinal Study--Kindergarten), we examine the types of transition practices that schools use to ease children's adjustment to formal schooling. The transition to kindergarten is a critical juncture in a child's life that entails a host of social, behavioral, and academic changes. We find a modest increase between the two cohorts in the number of transition practices that schools offer children and their families, although we also find that fewer of these practices are offered in traditionally underserved schools. We conclude with a discussion of the implications of these findings and suggest areas for future research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01