Lilla Dale McManis, MEd, PhD August 27, Copyright 2015 Early Childhood Research Solutions

Transcription

2 Why Does it Matter? A smooth transition to kindergarten helps a child: Experience security Develop independence Cope with new demands Be engaged Enjoy school A child s family, particularly his/her parents, plays a key role in the transition and the degree to which it is successful for the child.

3 What We ll Cover Transition from Pre-K to K Parents Perspectives Effective Transition Strategies

4 Transition from Pre-K to K Characteristics of Transition Challenges to Concept of K Readiness Conceptualizing K Readiness Working Definition of Transition Transition as Major Milestone Context of Transition Role of Parent & Home

5 Characteristics Characteristics of transition from Pre-K to K Major developmental milestone Occurs in context of child, family, school, community Not a single event but a process Encompasses academic, social, & behavioral readiness Most do well but some children have difficulty Smooth transition predicts later school success Role of parent/family fundamental and important

6 Challenges Challenges to the concept of K readiness Inconsistencies in the meaning of K readiness Recently greater focus on performance Closing the achievement gap Can create a more level playing field Can undermine an ecological approach

7 Conceptualizing Conceptualizing kindergarten readiness Resides within child, unfolds in stages Supported/accomplished through environmental interactions Must take both child characteristics and environmental experiences into account Represents a set of ideas constructed by communities and schools (Wesley & Buysse, 2003)

8 A Working Definition Ramey & Ramey (2010) define transition to school as: A process that starts when families, educators, and communities engage in activities to prepare for children s school entry and ends when the child, family, teachers, and other key individuals perceive that a positive state has been achieved when they have mutual agreement regarding expectations, roles, and actions to ensure that a given child will make good progress in the school setting (p. 20)

9 Major Milestone Socially recognized event by entering formal schooling Qualitatively different relationship with school Higher demands and expectations Sets tone and direction of school career

10 Occurs in Context Occurs in context of child, family, school, and community Ecological & Dynamic Model of Transition from Rimm-Kaufman and Pianta Academic Socialization from Taylor, Clayton, and Rowley Partnerships among all promote positive transition

11 Role of Parent & Home Impact of parent involvement on young children s school outcomes is based on a long and substantial research literature and includes Interest and motivation in school Achievement in emergent literacy & math Positive social interactions Self-confidence and happiness

12 Parents Perspective Many factors contribute to parents perspective about and involvement in their child s transition to K Personal experiences Beliefs Expectations Concerns Resources Awareness can facilitate Pre-K and K programs supporting a smoother transition.

13 Personal Experiences Memories reactivated Interpret & direct through their own recollections Influence their working model of whether school is a positive or negative place for their child

14 Beliefs Parenting style Learning at home Understanding/supporting learning through play Academic rigor

15 Concerns Adjusting to new routines/settings Academic success compared to peers Compliance/following teacher s directions Behavior problems Getting along with peers Making their needs known

16 What Parents Say There s no talkin back to your teachers, there s no if you don t feel like playing, you don t play, so you go to that area if you want to play. There s no none of that with kindergarten. You can t talk back to your teacher and be like well I don t want to do this today, I d rather do that. They don t have that in kindergarten. Kindergarten is just structure. I think he would get lost, or pushed to the side. Put in a chair, and putting his desk over to the side, and not have the attention he needs, or the help he needs. When Tyler was goin to the at the summer school program, it was just like a regular Head Start. They did the same work that they would do but just more it was more of a structured setting to get him ready for kindergarten, but see, with Head Start it s all fun and games. When they get to kindergarten that s when the goin gets tough. (Peters, 2014-Interviews with Head Start Mothers)

17 Expectations Teachers tend to emphasize and expect social and emotional readiness while parents academic readiness Parents don t fully grasp expectations for K and especially want more information about: Academic and behavioral expectations in K Their child s future K teacher How to prepare child for K

18 Resources Compared to higher SES families, lower SES families have children who attend schools where there are fewer and of lower quality K transition activities Barriers Work more hours, less flexibility Lack of child care for younger children Lack of transportation Language Negative perceptions from school staff

19 Effective Transition Strategies Impacts of Transition Most Common Activities Best Practices Approach Effective Strategies Specific Ideas

20 Impacts of Transition Schulting et al. (2005)--ECLS-K. School-level transition activities significant predictor of academic achievement at end of K Effect of transition practices greater at lower SES Most powerful that parents and children visit K classroom prior to the beginning of year School-level transition practices significant predictor of parent-initiated school involvement

21 Most Common Practices Pre-K and K: Sending home written information about K Pre-K: Meeting individually with parents at end of Pre-K K: Inviting families to visit K classroom before school

22 Best Transition Practices View as long-term process Promote continuity across settings Build across settings Relationships Communication Collaboration Involve parents Prepare children

23 Effective Strategies Personal versus generic Active versus passive Partnership versus directive Varied versus limited Early versus later Ongoing versus event Coordinated versus silo Parents want to be involved!

24 Specific Ideas Form transition team Train staff to work with families through transitions Assemble kindergarten transition panel and host panel discussion session with families. Help families learn how to advocate for their children and access appropriate resources. Develop systems for sharing information Develop community partnerships to address children s needs for transitions (National Center on Parent, Family, & Community Engagement, 2013)

25 Take-Aways Smooth transition to K vital to child success in school in both short and long run Parents play crucial role in transition Parents perspectives determine how effective they are helping child transition Effective transition means partnering closely with parents in ways that require planning and resources Parents care deeply about their children starting off schooling smoothly Parents want to be involved but recognize they need guidance and support

26 References Barnett, M. A., & Taylor, L. C. (2009). Parental recollections of school experiences and current kindergarten transition practices. Journal of Applied Developmental Psychology, 30(2), Berlin, L. J., Dunning, R. D., & Dodge, K. A. (2011). Enhancing the transition to kindergarten: A randomized trial to test the efficacy of the Stars summer kindergarten orientation program. Early Childhood Research Quarterly, 26(2), Dockett, S., Perry, B., & Kearney, E. (2012). Family transitions as children start school. Family Matters, 90, Gallimore, R., & Goldenberg, C. (2001). Analyzing cultural models and settings to connect minority achievement and school improvement research. Educational Psychologist, 36,

27 References Hatcher, B., Nuner, J., & Paulsel, J. (2012). Kindergarten readiness and preschools: teachers' and parents' beliefs within and across programs. Early Childhood Research & Practice, 14(2), n2. Kreider, H. (2002). Getting Parents" Ready" for Kindergarten: The Role of Early Childhood Education. Cambridge, MA: Harvard Family Research Project. Lane, J. J. (2012). Parental perceptions and the counselor role in kindergarten transition practices (Doctoral dissertation, Kansas State University). La Paro, K. M., Kraft-Sayre, M., & Pianta, R. C. (2003). Preschool to kindergarten transition activities: Involvement and satisfaction of families and teachers. Journal of Research in Childhood Education, 17(2), Malsch, A. M., Green, B. L., & Kothari, B. H. (2011). Understanding Parents Perspectives on the Transition to Kindergarten. Best Practices in Mental Health,7(1),

28 References McIntyre, L. L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., & Wildenger, L. K. (2007). Transition to kindergarten: Family experiences and involvement. Early Childhood Education Journal, 35(1), McIntyre, L. L., Eckert, T. L., Fiese, B. H., Reed, F. D. D., & Wildenger, L. K. (2010). Family concerns surrounding kindergarten transition: A comparison of students in special and general education. Early Childhood Education Journal,38(4), McWayne, C., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), Miller, K. (2014). The transition to kindergarten: How families from lower-income backgrounds experienced the first year. Early Childhood Education Journal, 43(3), National Center on Parent, Family, and Community Engagement and National Center on Quality Teaching and Learning (2013). Family Engagement in Transitions: Transition to Kindergarten. Harvard Family Research Project & Boston Children s Hospital.

29 References Peters, L. (2012). " When the Bell Rings We Go Inside and Learn": Children s and Parents Understandings of the Kindergarten Transition (Doctoral dissertation, Arizona State University). Puccioni, J. (2015). Parents conceptions of school readiness, transition practices, and children's academic achievement trajectories. The Journal of Educational Research, 108(2), Ramey, C.T., & Ramey, S.L. (2010). The transition to school: Concepts, practices and needed research. In S.L. Kagan & K. Tarrant (Eds.), Transitions for Young Children: Creating Connections Across Early Childhood Systems (pp ). Baltimore: Paul Brookes Publishing Co. Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21(5), Schulting, A. B., Malone, P. S., & Dodge, K. A. (2005). The effect of school-based kindergarten transition policies and practices on child academic outcomes. Developmental Psychology, 41(6), 860.

30 References Smith, K. (2012). A Study of Mothers Perceptions and Practices of Kindergarten Readiness (Masters thesis, Utah State University). Taylor, L. C., Clayton, J. D., & Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children's school-related development in the early years. Review of General Psychology, 8(3), 163. Wesley, P. W., & Buysse, V. (2003). Making meaning of school readiness in schools and communities. Early Childhood Research Quarterly, 18(3), Wildenger, L. K., & McIntyre, L. L. (2011). Family concerns and involvement during kindergarten transition. Journal of Child and Family Studies, 20(4),

31 Q & A ldmcmanis@earlychildhoodresearchsolutions.com

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