Enhancing the Transition to Kindergarten: Linking Children, Families, & Schools.

Autor/inn/en	Kraft-Sayre, Marcia E.; Pianta, Robert C.
Titel	Enhancing the Transition to Kindergarten: Linking Children, Families, & Schools.
Quelle	(2000), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; Outreach Programs; Parent Teacher Cooperation; Partnerships in Education; Preschool Children; School Community Relationship; School Readiness; Student Adjustment; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Jobcoaching; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Hochschulpartnerschaft; 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; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This manual describes an approach to enhancing children's transitions into kindergarten. This approach, developed as a collaborative effort among researchers at the National Center for Early Development & Learning Kindergarten Transition Project at the University of Virginia and local school personnel, focuses on forming a network of social connections that support children and families during the transition to school. These connections include interactions between children and teachers, children and peers, and parents and teachers, as well as preschool teachers and kindergarten teachers. These social connections are important for supporting competencies in young children that can ensure their school success. A variety of transition strategies are offered that can be tailored to the individual needs of families and schools. These practices include assessment of family needs, fostering a connection between a preschool child and his or her prospective kindergarten teacher, preschool teacher contact with former students now in kindergarten, peer connections within the class and outside of school, and inter-school collaboration about programs and classroom practices. Key principles in formulating a community transition plan are then described, which form the core elements of transition practices that can be applied to individual children, families, and schools. These principles, which professionals can use in analyzing current or intended practices, are as follows: (1) foster relationships as resources; (2) promote continuity from preschool to kindergarten; (3) focus on family strengths; (4) tailor practices to individual needs; and (5) form collaborative relationships. (Contains 40 references.) (HTH)
Anmerkungen	National Center for Early Development & Learning, Kindergarten Transition Project, University of Virginia, P.O. Box 800784, Charlottesville, VA 22904-8784. Tel: 434-243-5483; Fax: 434-243-5480; Web site: http://www.ncedl.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC