A Community Effort to Support the Transition from Pre-K to Kindergarten. Executive Summary

Autor/inn/en	Spain, Angeline K.; Ehrlich, Stacy B.; Cowhy, Jennifer R.; Dasgupta, Denali K.; Lockaby, Tracey
Institution	Chapin Hall at the University of Chicago; University of Chicago Consortium on School Research
Titel	A Community Effort to Support the Transition from Pre-K to Kindergarten. Executive Summary
Quelle	(2018), (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Transitional Programs; Preschool Education; Kindergarten; Family School Relationship; Child Care Centers; Family Involvement; Communities of Practice; Preschool Teachers; Faculty Development; Educational Practices; Neighborhood Schools; School Community Relationship; Teamwork; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Community; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Bildungspraxis
Abstract	In Chicago's Altgeld-Riverdale neighborhood, the Pre-Kindergarten to Kindergarten Transitions Project (PKTP) promotes an intentional approach to early educational transitions through the implementation of classroom and community transition practices. PKTP brings together teachers and families from across all schools and early childhood centers serving pre-K and kindergarten students in the Altgeld-Riverdale area. The program is staffed by Business and Professional People for the Public Interest, a public interest law and policy center. Researchers studied the first full-year implementation of PKTP (2016-17), following a pilot year (2015-16). The research was intended to provide Chicago Public Schools with information about PKTP's core components and its ability to increase family engagement as the district was considering scaling up this community-wide approach to supporting the pre-K to kindergarten transition. Pre-K teachers reported more consistent implementation of common classroom practices than kindergarten teachers. Teachers and parents reported a greater sense of community as a result of their PKTP participation. [For the full report, see ED586345.] (ERIC).
Anmerkungen	Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01