Educators' Views of Pre-Kindergarten and Kindergarten Readiness and Transition Practices |
SUKHDEEP GILL, The Pennsylvania State University, York, USA
DIXIE WINTERS, The Pennsylvania State University, York, USA
DIANE S. FRIEDMAN, United Way of York County, York, USA |
pages 213-227
http://dx.doi.org/10.2304/ciec.2006.7.3.213 |
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The transition from pre-kindergarten (center-based programs for four-year-olds) to kindergarten is a critical milestone with far-reaching consequences for children and their families because positive transition and school readiness are integrally linked as predictors of future school success. This study was conducted to explore the existing kindergarten readiness and transition practices in a local county, to examine educators' perspectives regarding factors influencing readiness and transition, and to explore their perceptions of the parents' role in these domains. A semi-structured survey was mailed out to 129 school districts and pre-kindergarten programs in the county; 86 returned them. The results indicated that kindergarten and pre-kindergarten programs were equally focused on child readiness as far as development of academic skills was concerned. Compared to pre-kindergarten, kindergartens were more involved in information-sharing activities associated with school transition. The importance of the role of family as well as of the communication between family and school was noted as an area of challenge. Follow-up action and implications are discussed in light of these results. |
To cite this article
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SUKHDEEP GILL, DIXIE WINTERS, DIANE S. FRIEDMAN (2006) Educators' Views of Pre-Kindergarten and Kindergarten Readiness and Transition Practices, Contemporary Issues in Early Childhood, 7(3), 213-227. http://dx.doi.org/10.2304/ciec.2006.7.3.213 |
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