The Transition from Pre-K to Kindergarten: Parent, Teacher, and Administrator Perspectives

Autor/inn/en	Vitiello, Virginia E.; Basuel, Nica Kyra N.; White, Emily S.; Whittaker, Jessica E.; Ruzek, Erik A.; Pianta, Robert C.
Titel	The Transition from Pre-K to Kindergarten: Parent, Teacher, and Administrator Perspectives
Quelle	23 (2020) 2, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preschool Children; Student Adjustment; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Public Schools; Transitional Programs; Parent Education; Teacher Education; School Readiness; Alignment (Education); Preschool Teachers; Elementary School Teachers; Kindergarten; Educational Practices + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Elternverhalten; Lehrerverhalten; Public school; Öffentliche Schule; Parents education; Elternbildung; Elternschule; Lehrerausbildung; Lehrerbildung; Readiness for school; School ability; Schulreife; Erzieher; Erzieherin; Kindergärtnerin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis
Abstract	The present study aimed to identify commonalities and points of divergence in the ways that parents, teachers, and administrators characterize children's transition from public pre-K into kindergarten within a large, diverse school district. A wide range of transition practices were in use across the district, including practices designed to educate parents, connect pre-K and kindergarten stakeholders, train teachers, and provide transition experiences to children. Transition experiences were not uniform across programs, though. Using a consensual qualitative coding approach, we identified three crosscutting themes related to pre-K transitions: (1) pre-k programs and staff invest significant time and effort in supporting successful transitions; (2) preschool programs' school readiness efforts often center on the mechanics of the transition, like completing paperwork and teaching children basic school behaviors; and (3) there are concerns about a lack of alignment between pre-K and kindergarten in terms of readiness, behavioral expectations, and learning goals. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01