1. Terrific Transitions:
Supporting Children’s Transitions to Kindergarten
Slide #1 – “Terrific Transitions: Supporting Children’s Transitions to Kindergarten”
The SERVE Regional Educational Laboratory has developed this PowerPoint presentation in order to provide research-based information regarding children’s transitions into kindergarten. This presentation is most beneficial to an audience of people who are interested in improving transitions.
The slides can be printed on overheads or used as a PowerPoint slide show. The notes pages contain script that can be used by the presenter. Simply click “Notes Pages” under the “View” menu to access them.
If you need assistance with accessing this program, have any additional questions, or would like to be added to our mailing list for available and future publications on transitions, please call Lynn Amwake at the SERVE Regional Educational Laboratory.
Phone - (800) or (850)
Fax – (850) –
SERVE ‘s website:

2. Strong Connections Between Home and School Can Help Ease Children’s Transition Into School.
Slide #2 – “Strong connections between home and school can help ease children’s transition into school.”
If you have ever moved away from home or separated from friends, you know just how difficult change can be. Moving from an environment where you feel safe and secure to one that is new and unfamiliar can be very stressful and uncomfortable. This is often how children feel when they move from preschool to kindergarten. Knowing how change affects you can provide a basis for understanding what children and their families are experiencing.
The primary purpose of this presentation is to help educators learn how to better support children and families preparing for and experiencing transition into school.
Slide #2

3. What do we mean by “transitions”?
It is a process of adapting to change.
Slide #3 – “What do we mean by ‘transitions’? It is a process of adapting to change.”
Exactly what do we mean by transitions?
The word transitions typically refers to change. There are transitions that almost everyone experiences, such as going off to college, getting married, or having a baby.
However, transition also can be thought of as a process. Throughout childhood, as children grow and develop, they move or transition from one learning environment to another. Often, these transitions involve a process of change that requires learning to adapt and prepare for new experiences.
Slide #3

4. Children’s success in school can be linked, in part, to effective transition practices and activities.
Slide #4 – “Children’s success in school can be linked, in part, to effective transition practices and activities.”
Why is it important to talk about transitions?
For young children, the transition to school is much more than simply changing buildings or settings—it means learning a new set of rules and behaviors, adjusting to a new peer group, and getting to know new teachers. In addition, children must learn to play and cooperate with other children, pay attention for longer periods of time, and develop independent work habits.
For their families, it means making sure that records and information about the child are transferred to the new site, meeting and communicating with new teachers, attending school programs, and adapting to established school/district policies.
Helping children understand these differences and move smoothly through the process will help children enjoy being at school. In addition, there is a great deal of research and information which indicates that a child’s success in school can be linked, at least in part, to effective transition practices and activities.
Slide #4

5. Benefits of Facilitating Transition
Children will like school and look forward to school.
Children will show steady growth in academic skills.
Parents will become actively involved in their children’s education.
Ramey & Ramey, 1994
 Slide #5 – “Benefits of Facilitating Transition”
What are early signs of a successful transition to school?
According to Ramey & Ramey (1994), some signs of successful transitions are:
Children will like school and look forward to going to school.
Children will show steady growth in academic skills.
Parents will become actively involved in their children’s education—at home, in school, and in the community.
Classroom environments will promote positive feelings for both teachers and children.
Teachers, staff members, and families will value one another.
Schools and programs will celebrate cultural diversity in their communities.
Developmentally appropriate practices will be visible within the classroom.
The community will show consistent investment in the education of children and will strive to increase available learning opportunities.
Slide #5

6. Transitions Occur as Children Move
Between activities
Between settings
Between services or agencies
Slide #6 – “Transitions occur as children move between activities, between settings, and between services or agencies.”
The most significant transitions seem to occur as children move between settings—from home to preschool, preschool to elementary school, or school to after-school activities. However, transitions also occur as children move between activities (e.g., from outside play to lunch) and as children move between agencies or services (e.g., from pediatrician to speech therapist).
Some of the most common early childhood transitions are
• Going home from the hospital
• Entering a family childcare home
• Beginning in a childcare center
• Starting kindergarten
Slide #6

7. The move from preschool to kindergarten is one of the most important transitions a child will make.
Slide #7 – “The move from preschool to kindergarten is one of the most important transitions a child will make.”
The move from preschool to kindergarten is one of the most important moves a child will make. While it is an occasion for new opportunities and challenges, it is often a time of stress when the child and family are encountering new people and unfamiliar places. How educators handle the transition process lays the foundation and sets the tone for future expectations and experiences.
Slide #7

8. During transitions, children may feel
Sad
Confused
Anxious
Uncertain
Overwhelmed
Hopeful
Insecure
Slide #8 – “During transitions, children may feel sad, confused, anxious, uncertain, overwhelmed, hopeful, or insecure.”
As children and their families transition to school, this will evoke a range of feelings, and each child and family member will react differently to the process. For example, some children and their families may feel excited and hopeful, while others may feel anxious and overwhelmed.
How children and their families cope with the transition may depend on a number of different things. For example, for children, their ability to handle the transition may depend on factors such as temperament and previous preschool experiences. How well other family members cope with the transition may depend more on the degree to which programs communicate and share important information in advance.
Slide #8

9. Continuity Occurs
When there is a strong connection between the services and programs provided
When children and their families receive the support they need
Slide #9 – “Continuity occurs when there is a strong connection between the services and programs provided and when children and their families receive the support they need.”
The goal of continuity is to make transitions appropriately challenging and smooth, so children experience change less abruptly and easily see and understand links between one setting and another.
Continuity occurs when the new environment builds on the previous experiences of the child. For example, if the new environment maintains similar routines or activities—things that are familiar to the child—there is a sense of continuity. Similarly, when the new environment provides information and supports parent involvement, there is continuity of experience for parents.
Slide #9

10. Discontinuity Occurs
When changes are abrupt and children and families experience little support or assistance in handling those changes.
Slide #10 – “Discontinuity occurs when changes are abrupt and children and families experience little support or assistance in handling those changes.”
If little or no effort is made to support children’s transition, and their move from one environment to another is abrupt, then children may experience discontinuity. Children who experience discontinuity tend to have difficulty adjusting to a new environment.
To avoid discontinuity, it is important that parents and educators develop activities that will facilitate children’s adjustment. Children need to know what is expected of them in the new program. They should look forward to the experience with a sense of excitement and anticipation rather than a feeling of fear or dread.
Slide #10

11. To ensure continuity, it is important that schools help create connections that support children and families during the transition to school.
Slide #11 – “To ensure continuity, it is important that schools help create connections that support children and families during the transition to school.”
Adults and systems need to create connections between the sending and receiving environments so that children can experience continuity. Thoughtful planning of transition practices and policies can ensure that children are adequately prepared for the change from one setting to another. For example, a child who has visited his new school with his pre-kindergarten class will be somewhat familiar with his new environment. A child who has received a phone call from his new teacher before school begins is less likely to be fearful of what school will be like.
Slide #11

12. Programs that are mandated to provide continuity of services include
Title I
Head Start
IDEA (Individuals with Disabilities Education Act)
Even Start
Slide #13 – “Programs that are mandated to provide continuity of services include Title I, Head Start, IDEA, and Even Start.”
Title I of the No Child Left Behind Act of 2001 stipulates that each district must prepare a plan for the transition of each child from Head Start or other early childhood development programs.
Head Start is mandated to assist families and children as they move from home to Early Head Start or Head Start—and from Head Start into the elementary school setting.
For children with special needs, federal law requires that planning for transition begin at least 90 days prior to the child’s third birthday. Legislation also requires that the plans must include a way to involve families in their child’s transition planning. Additionally, plans for how a school will be notified that a child will be entering their system must be included.
Even Start is mandated to collaborate with other educational services and, as much as possible, with health and social service agencies.
Slide #13

13. Continuity of services is not only good for children… it is the law!
Slide #6 – “Transitions occur as children move between activities, between settings, and between services or agencies.”
The most significant transitions seem to occur as children move between settings—from home to preschool, preschool to elementary school, or school to after-school activities. However, transitions also occur as children move between activities (e.g., from outside play to lunch) and as children move between agencies or services (e.g., from pediatrician to speech therapist).
Some of the most common early childhood transitions are
• Going home from the hospital
• Entering a family childcare home
• Beginning in a childcare center
• Starting kindergarten
Slide #6

14. Strive for continuity between early care and education programs
The National Education Goals Panel Ready Schools Resource Group advocated that Ready Schools should
Strive for continuity between early care and education programs
Smooth transitions between home and school
Slide #14 – “The National Goals Panel Ready Schools Resource Group advocated that Ready Schools should”
In addition to federal mandates, transition is also an important concept recognized by the National Education Goals Panel. In 1990, eight National Education Goals were defined by the governors and the Congress to improve learning and teaching in the nation's education system. The President and the governors then formed the National Education Goals Panel to assess and report state and national progress toward achieving the eight goals.
In 1991, six resource groups were formed that were comprised of national experts that would objectively measure progress toward the goals.
One group, the Goal 1 Ready School Resource Group, suggested ten keys that reflect concrete policies and strategies that schools should have in place in order to help every child meet high expectations. Among these keys to Ready Schools are:
Ready schools smooth the transition between home and school.
Ready schools strive for continuity between early care and education programs and elementary school.
The document, Ready Schools, can be ordered or downloaded from the National Education Goals Panel website at:
Slide #14

15. What Research Tells Us
The National Center for Early Development & Learning (NCEDL) conducted a national survey of 3,600 kindergarten teachers.
NCEDL found that teachers report that 48% of children have moderate or severe problems with transitions.
Slide #15 – “What Research Tells Us”
A nationwide survey of 3,600 kindergarten teachers was conducted by the National Center for Early Development and Learning. The results of this survey showed that 48% of children have moderate or severe problems with transitions. This percentage of children having problems indicates the need for better transitions. This critical time in a child’s life is often related to a child’s later success in school (Pianta & Cox, 1998; Logue & Love, 1992; Kagan, 1992; Ramey & Ramey, 1994).
Slide #15

16. Percentage of teachers who say half or more of their students enter kindergarten with needs in the following areas:
Following directions………………………46%
Academic skills………………………………36%
Home environment………………………..35%
Working independently………………..34%
Working in a group………………………..30%
Immaturity……………………………………..20%
Communicating………………………………..14%
Slide #16 – “Percentage of teachers who say that half or more of their students enter kindergarten with needs in the following areas:”
46% of teachers say one-half or more of their students have needs with following directions, 36% with academic skills, 35% with home environment, 34% with working independently, 30% with working in a group, 20% with immaturity, and 14% with communicating.
Slide #16

17. What teachers see as the barriers to helping with transitions:
56% said class lists are generated too late.
47% said summer work was not supported by salary.
43% said that no transition plans were available.
37% said it takes too much time to conduct and plan transition activities.
33% said that it was dangerous to visit homes.
32% said that parents don’t bring their child to registration/open house.
27% said that they couldn’t reach the parents.
25% said the parents were not interested.
Slide #17 – ”What teachers see as the barriers to helping with transitions”
As part of the NCEDL transitions study, teachers were asked to identify what they saw as barriers to providing better transitions. The number one barrier was that class lists were generated too late. On average, lists were received 15 days before the first day of school. When teachers do not know who will be in their class until just before school starts, it is difficult to provide activities to help children make a smooth transition.
Slide #17

18. Typical Transition Practices
A talk with parents after school starts
A letter to parents after the beginning of school
An open house after school starts
A flyer or brochure sent after school starts
A review of the child’s prior records
Slide #18 – “Typical Transition Practices”
The results of the NCEDL transition study show that the most common transition practices used by teachers occurred after the children entered school. These included talks with parents, letters or brochures sent home, or having an open house.
The least common practices were home visiting (both before and after school started), a call to the child before school starts, a call to the child after school starts, and a visit to preschools and programs for four-year-olds.
These typical transition practices usually occur after school begins and do not directly involve the child. This restricts the length of the transition period for the child. There is little opportunity to begin building a relationship between the child and the teacher.
Slide #18

19. 5-Step Planning Process for Transitions
Form a collaborative team.
Identify a transition coordinator.
Develop a timeline.
Implement transition strategies.
Evaluate and revise.
Kraft-Sayre & Pianta, 2000
Slide #19 – “5-Step Planning Process for Transitions”
Helping children and their families prepare for the move to kindergarten involves a great deal of planning, as well as careful consideration of the specific needs of children and families within the community. In addition to the normal upheaval that occurs when children begin at a new school, many children and their families have specific needs to be met in transition. Planning ahead can help reduce the anxiety and apprehension that many children and their families experience during transition.
What follows is an overview of the 5-step planning process developed by Marcia Kraft-Sayer & Robert Pianta at the National Center for Early Development & Learning (NCEDL). This process provides schools (and districts) with a means for getting started and developing a plan that is ready for implementation. The model discussed can be enacted at the district or community level as well as in individual schools, programs, or neighborhoods.
Note: The publication Enhancing the Transition to Kindergarten – Linking Children, Families, & Schools is available online at:
Slide #19

20. Step 1: Forming the Team Invite all of the relevant stakeholders.
Make sure that the team is representative of the community.
Identify a team coordinator who will arrange and facilitate meetings.
Slide #20 - “Step 1: Forming the Team”
Once deciding to initiate a transition plan, organizers must identify and bring together all who would have a stake or role in developing a transition plan. Forming the collaborative team is a critical step in planning for transition.
• Invite all of the relevant stakeholders.
It is important to include all of the relevant stakeholders who will have a part in developing and implementing the plan. This will help ensure “buy-in” and support of the plan.
• Make sure that the team is representative of the community.
It is important that team membership is broadly diverse and representative of the community at large. This helps the team members to stay in touch with the local community’s needs, values, and strengths. It also enables the team to develop a plan that is truly responsive to local needs.
• Identify a team coordinator who will arrange and facilitate meetings.
The primary role of the team coordinator is to help organize and guide the team’s efforts. This person will be responsible for arranging and facilitating meetings, as well as helping the team to identify priorities and needs.
Slide #20

21. Who Are the Relevant Stakeholders?
Pre-K staff and administrators
Kindergarten staff and administrators
Parents, guardians, grandparents, and other family members
Other community agencies and programs (e.g., Head Start, social service agency, health department)
Slide #21 – “Who Are the Relevant Stakeholders?”
Who are the individuals that should be included on the team? In developing the team, you may want to consider the following questions:
• Who will be affected by the work of the team?
• Who will be responsible for implementing the transition plan?
This list offers some suggestions; however, there may be others in your community that will be critical to the success of your transition plan.
Pre-K staff and administrators
Kindergarten staff and administrators
Parents, guardians, grandparents, and other family members
Other community agencies and programs (e.g., Head Start, social service agency, health department)
Slide #21

22. Step 2: Identify a Transition Coordinator
Is usually a social worker, parent coordinator, guidance counselor, or pre-k/kindergarten teacher
Serves as a liaison between families and the school
Assists with the development of the plan and coordinates transition activities
Slide #22 – “Step 2: Identify a Transition Coordinator”
Step 2 in the planning process is identifying a transition coordinator. The transition plan and all of the associated activities should be coordinated by a member of the school staff who can serve as a liaison to families from the preschool to the kindergarten year. This individual may be a social worker, parent coordinator, guidance counselor, pre-k teacher, or kindergarten teacher. This person is responsible for establishing a relationship with each participating family and coordinating the transition activities in each school or program.
Some communities have found it helpful if the person who is in charge of the planning process for transitions is a “neutral” person who is not strongly tied to the school system. This helps to set the tone as a collaborative effort to improve transitions.
Slide #22

23. Step 3: Create a Timeline
Establish a timeline for when activities will occur.
Organize transition activities throughout the year.
Slide #23 – “Step 3: Create a Timeline”
Once the team has been established and a coordinator identified, then a timeline and action plan can be developed to determine when certain transition activities will occur. In setting the timeline, it is extremely important to plan activities prior to the beginning of kindergarten. As mentioned earlier, most transition practices occur after kindergarten has started. By arranging and planning transition activities before kindergarten begins, you can ease families’ concerns and perhaps avoid any problems that might occur down the road. However, if problems do arise, you have an established relationship and pattern of communication with the family that may help resolve problems more easily. This doesn’t mean that you should not offer any transition activities after the beginning of school; however, most of the activities should be scheduled prior to the beginning of school.
Slide #23

24. Step 4: Implementing Transition Practices
Networking and training should involve all collaborators.
Review and assess strategies for effectiveness.
Offer a variety of activities in order to accommodate a broad range of families.
Slide #25 – “Implementing Transition Practices”
Bullet 1: Networking and training should involve all collaborators.
Joint training amongst all collaborators promotes continuity of services, builds relationships, and begins to break down the “turf issue” mentality. Some ways of accomplishing this are cross-program visitation, sharing portfolios of children’s work, and providing video tapes about each program that can be viewed by collaborators. One critical element here is making sure parents are a part of the process.
Bullet 2: Review and assess strategies for effectiveness.
The transition practices need to be regularly evaluated to ensure that they are meeting the needs of the children and families being served. Some strategies for assessing these practices include providing regular opportunities for staff input at staff meetings, informal conversations with families and staff, or through periodic formal evaluations.
Bullet 3: Offer a variety of activities in order to accommodate a broad range of families.
Families differ in terms of language, culture, and composition. What works well with one family may not be as effective with another. By offering a variety of activities, the needs of more children and families will be addressed (Lorraine C. Taylor, UNC-CH, Early Developments, Winter 1999).
Slide #25

25. Promoting Successful Transition Efforts
Support the transition team.
Plan events and communication.
Allocate resources
(time, money, space, personnel).
Slide #26 – “Promoting Successful Transition Efforts”
Bullet 1: Support the transition team.
Administrators and/or leadership teams are ultimately responsible for ensuring a smooth transition for children and families. Coordination of services is often difficult due to differing administrative structures, funding sources, legal requirements, and program philosophies. (Byrd, Rous, Stephens, Dyk, & Perry, 1991). Administrators should serve as active members of the transition team and model collaboration between agencies.
Bullet 2: Plan events and communication.
Some ways that administrators/leadership teams can promote successful transition efforts are by
Proactively initiating contact with sending and receiving sites
Sponsoring or hosting special programs
Seeking and sharing the latest information on effective transition programs
Providing written materials on other agency programs
Bullet 3: Allocate resources (time, money, space, personnel).
It is important that events are scheduled to ensure convenience and accessibility. Sharing the organizational responsibilities, facilities, and finances provides the collaboration as a joint investment. Promoting efforts may also include:
Providing incentives for involvement
Structuring staff schedules or providing release time for transition activities
Slide #26

26. Step 5: Evaluate Monitor Revise
The primary purpose behind evaluation of transition activities is to determine if transition planning is having a positive effect on children and families.
Rous,Hemmeter, & Schuster, 1994
Slide #27 – “Evaluate—Monitor—Revise”
The collaborative team should evaluate the outcome of implementing the transition plan at both district/community and school/neighborhood levels and make necessary adjustments and changes. This is an ongoing and dynamic process. Some strategies may work well with some families but be less effective with others. Analysis of what works and what does not can help improve the transition process (NCEDL Kindergarten Transition Project, 2000).
Building an evaluation component into the transition plan enables transition partners to continually clarify their efforts and assess the effectiveness of their policies and practices (Melville, Blank, & Asayesh, 1993). Information gathered during the evaluation can be used to fine tune and set priorities for action.
Slide #27

27. It is important that procedures are in place for conducting:
Formative evaluations
Summative evaluations
Slide #28 – “It is important that procedures are in place for conducting both formative evaluations and summative evaluations.”
A formative evaluation tracks the implementation of services and monitors the system for difficulties. Information gathered during the formative evaluation phase will be used to improve the relationship among transition partners and the practices they employ. One previously discussed example of formative evaluation was the process of periodically reviewing and examining transition practices.
Summative evaluation will determine if the services provided are helpful or effective. It is important that service providers collect data that will help to determine the impact of their policies and procedures.
Slide #28

28. As partners meet to discuss and evaluate the effectiveness of their transition activities, here are some questions to consider:
Is the transition plan effective in identifying children and families who need services?
Are there policies and procedures in place that support transition efforts? If not, what are the gaps?
Are the activities effective in smoothing the transition and ensuring continuity of services?
How well is the collaboration between transition partners working?
Slide #29 – “As partners meet to discuss and evaluate the effectiveness of their transition activities, here are some questions to consider:”
As collaborating partners meet to discuss and evaluate how effective their transition activities are, consider these questions:
Is the transition plan effective in identifying children and families who need services?
Are there policies and procedures in place that support transition efforts? If not, what are the gaps?
Are the activities effective in smoothing the transition and ensuring continuity of services?
How well is the collaboration between transition partners working?
(Terrific Transitions, SERVE, 1997)
Slide #29

29. Some tools and instruments that can be used to collect data on the effectiveness of transition practices:
Interviews
Observations
Checklists
Children’s Records
Contact Logs
Slide #30 – “The following tools and instruments can be used to collect data on the effectiveness of transition practices.”
Summative evaluation will focus on the outcomes that are related to providing continuity. This may include data related to the level of family involvement in different care or educational settings or children’s developmental progress. Some instruments that can be used include:
   Interviews
  Observations
   Checklists
   Children’s Records
   Contact Logs
Information about the instruments used in the NCEDL Kindergarten Transition Project may be obtained by contacting Robert Pianta or Marcia Kraft-Sayre at the University of Virginia.
Dr. Pianta
Phone: (804)
Dr. Kraft-Sayre
Phone: (804)
Slide #30

30. Possible indicators to use during summative evaluation include:
Children’s adjustment during the first week of school
Parent satisfaction
Number of parents
involved in school activities
Pre-K and kindergarten teacher satisfaction
Slide #31 – “Possible indicators to use during summative evaluation include:”
  Are children adjusting better during the first week of school?
Are parents more satisfied?
Are more parents involved with school activities?
Are both the pre-K teacher and the kindergarten teacher more satisfied?
Slide #31

31. Menu of Effective Transition Practices
Family-school connections
Child-school connections
Peer connections
Community connections
Slide #32 – “Menu of Effective Transition Practices”
There are many choices of activities that can be selected from the Menu of Transition Practices. Preschool and school personnel may choose from this menu or may add ideas to the plan. Some activities may impact more than one type of connection. For example, having open playground nights during the summer would foster family-school, child-school, as well as peer connections.
What is important is to try to address all types of connections somewhere within the transition plan.
Slide #32

32. Family-School Connections
Contact with family during first days of preschool or kindergarten
Assessment of family needs
Connecting family to community resources
Family participation in home-learning activities
Family participation in the classroom/school
Family & pre-K teacher sharing with the kindergarten teacher
Newsletters and resource material
Slide #33 – “Family-School Connections”
The relationship between a family and the staff at their child’s learning environment is invaluable in supporting positive school outcomes. Providing activities that nurture these relationships is an important part of a transition plan. Both the family and the school benefit from exchanging information on a regular basis. These are just a few of the ideas that could be incorporated into a transition plan that would strengthen these types of connections.
The teacher or transition coordinator contacts the family in order to discuss how the child’s initial adjustment is goingfrom both the home and school perspective.
A transition coordinator or other professional assesses the family needs and provides follow up as needed.
Sometimes families need assistance with resources, health issues, or other family concerns. Having a transition coordinator or school staff assist with accessing these other types of services helps connect the family with the school.
Teachers or transition coordinators create learning activities that are designed for parents and children to do together at home. This type of home activity helps promote family involvement as well as family literacy.
One excellent way to build connections is to hold a meeting where the family, the kindergarten teacher, the preschool teacher, and the transition coordinator all can have a chance to talk and become acquainted.
Newsletters and resource materials are sent home that provide information specific to the transition process.
Slide #33

33. Child-School Connections
Preschool child connection with the kindergarten teacher
Preschool connection with the elementary school for special school functions
Preschool practice of kindergarten rituals
Preschool teacher contact with former students
Kindergarten support staff visit preschool children
Slide #34 – “Child-School Connections”
One way to ease the transition for young children is to familiarize them with both the kindergarten classroom and with the types of activities that are conducted within the kindergarten classroom. Some ideas of ways to do this include:
The preschool child interacts directly with their anticipated kindergarten teacher through occasional visits to the kindergarten classroom during the spring of the preschool year. This means that tentative class lists must be generated for children identified within an attendance zone by this time. Even if there is not a kindergarten teacher identified, the children still benefit from visiting their anticipated school.
The child can visit their new school when there are special events being held, such as a storyteller or musician.
Pre-kindergarten teachers can practice the types of activities normally done in kindergarten classrooms. These can include walking in a kindergarten line, singing a kindergarten song, or playing kindergarten games. Additionally, the elementary school can make scrapbooks with pictures of the teachers, support staff, building, and cafeteria and send it to the pre-k rooms to help children become familiar with the school before they enter kindergarten.
Preschool teachers can call, visit, or write to former students once they enter kindergarten to ease the transition process.
Guidance counselors, transition coordinators, social workers, and other staff can visit the pre-k classrooms to help children begin to form a relationship that can be carried over into the kindergarten year.
Slide #34

34. Peer Connections Peer connections within the class
Peer connections outside of school
Connections with non-classmate peers who will be in kindergarten
Preschool peer connections with kindergarten peers
Slide #35 – “Peer Connections”
Kindergarten teachers are concerned that children beginning the kindergarten year are not exhibiting the ability to get along with their peers. Just as adults are more comfortable with people they know, so are children. By arranging situations where pre-kindergartners can interact with other children, you are helping to form connections that will carry through to the beginning of the school year. Some ideas for building peer connections are:
Assigning children to a pre-kindergarten classroom based on where they will attend kindergarten helps build connections throughout the year. By the time the children go to school, they will have formed strong ties with children that will be attending the same school.
Enabling the child to visit their friends from pre-K during the summer will provide continuity.
Opportunities can be created for children to meet others who were not in their pre-K classroom but will be attending the same kindergarten. Examples of this are pre-kindergarten camps, playground nights, family movie nights.
Current kindergarten children can serve as mentors to pre-kindergarten children. This can be facilitated by kindergartners visiting the preschool, preschoolers visiting the kindergarten, or by arranging a summer school program that is designed for both groups of children.
Slide #35

35. Community Connections
Inter-school collaboration about programs and practices
Identifying and communicating curriculum/community expectations for children
Connections with community agencies
Slide #36 – “Community Connections”
Connections between the community and the schools is also an important part of the transition process. Continuity is enhanced when there are community linkages between schools and other agencies. Some ways that these connections are strengthened are:
Through inter-school collaboration about programs and classroom practices.These include collaboration around issues such as registration, screening, and placement of children.
By having both the preschool and the kindergarten programs communicate clearly their expectations for children’s performance from age three to six. If this is communicated in a way that families can understand, it helps create a stronger link between preschool and school.
Connections with community agencies, such as inter-agency coordination around transition issues.
Ongoing collaboration and coordination of transition activities ensure that all children experience the best possible transition as they move from preschool or home into the school setting.
Slide #36

36. The Big Picture Questions for the Future
What is your vision for effective transitions?
What are some barriers to your vision?
What are some existing strengths of transitions in the community?
What are some existing limitations?
What leadership is needed to make this work?
What next steps will you take to improve transitions?
Slide #37 – “The Big Picture”
By looking at the results of the national survey on transitions, it is clear that there is much work to do yet around this aspect of school entry. Let’s look at the big-picture questions as we think about what plans need to be laid. Think hard about how these questions should be answered. Put the ideas of what you have heard today into a plan for making transitions really work for young children.
Slide #37

37. References and Resources
Much of the information in this presentation was drawn from the following sources:
Frank Porter Graham Child Development Center. (1999). Kindergarten transitions. Early Developments, 3(1).
Kraft-Sayre, M. E., & Pianta, R. C. (2000). Enhancing the transition to kindergarten.
Ramey, C. T. & Ramey, S. L. (1994). The transition to school: Why the first few years matter for a lifetime. Phi Delta Kappan, 76(3).
Regional Educational Laboratories’ Early Childhood Collaboration Network. (1999). Continuity in early childhood: A framework for home, school, and community linkages.
Rous, B., Hemmeter, M. L., & Schuster, J. (1994). Topics in Early Childhood Special Education, 14(3).
SERVE. (1999). Terrific transitions: Ensuring continuity of services for children and their families.
Slide #38 – “References and Resources”
Much of the information in this presentation was drawn from the following resources:
Frank Porter Graham Child Development Center. (1999). Early Developments, 3(1).
Kraft-Sayre, M. E., & Pianta, R. C. (2000). Enhancing the transition to kindergarten. Charlottesville: University of Virginia, National Center for Early Development & Learning.
Ramey, C. T. & Ramey, S. L. (1994). The transition to school: Why the first few years matter for a lifetime. Phi Delta Kappan, 76(3),
Regional Educational Laboratories’ Early Childhood Collaboration Network. (1999). Continuity in early childhood: A framework for home school and community linkages. Tallahassee, FL: SERVE.
Rous, B., Hemmeter, M.L., & Schuster, J. (1994). Sequenced transition to education in the public schools: A systems approach to transition planning. Topics in Early Childhood Special Education, 14(3),
SERVE. (1999). Terrific transitions: Ensuring continuity of services for children and their families. Tallahassee, FL: Author.