Coordination between Head Start and Elementary Schools to Enhance Children's Kindergarten Success.
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| Title: | Coordination between Head Start and Elementary Schools to Enhance Children's Kindergarten Success. |
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| Authors: | Cook, Kyle DeMeo1 (AUTHOR) cookk@stjohns.edu, Coley, Rebekah Levine1 (AUTHOR) |
| Source: | Early Education & Development. Nov-Dec2019, Vol. 30 Issue 8, p1063-1083. 21p. |
| Subject Terms: | *Kindergarten children, *School children, *Head Start programs, *Kindergarten teachers, *Elementary schools, *Children's language, *Readiness for school |
| Abstract: | Research Findings: This study examines efforts by Head Start programs to coordinate with elementary schools and seeks to better understand how coordination practices may support children's transition to and success in kindergarten. Data were drawn from a nationally representative sample of Head Start children (N = 2,019) followed through kindergarten. Findings suggest that Head Start programs are engaging in a variety of activities to coordinate with elementary schools around the transition to kindergarten. Results of lagged OLS regression analyzes found that coordination efforts were significantly related to children's language and mathematics skills in kindergarten for children attending elementary schools engaging in limited school transition practices to support school entry, suggesting that coordination practices initiated by preschools may play a compensatory role for children. In addition, results suggest that direct meetings between Head Start and kindergarten teachers are predictive of higher language skills in kindergarten. Policy or Practice: Efforts by Head Start programs to coordinate with elementary schools may be particularly important for children's academic skills when their elementary schools are less engaged in transition practices. In addition, meeting in person and having a key person responsible for the kindergarten transition may be key ingredients to coordination that yields better outcomes for children. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 138988588 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Coordination between Head Start and Elementary Schools to Enhance Children's Kindergarten Success. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cook%2C+Kyle+DeMeo%22">Cook, Kyle DeMeo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cookk@stjohns.edu</i><br /><searchLink fieldCode="AR" term="%22Coley%2C+Rebekah+Levine%22">Coley, Rebekah Levine</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Nov-Dec2019, Vol. 30 Issue 8, p1063-1083. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten+teachers%22">Kindergarten teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br />*<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research Findings: This study examines efforts by Head Start programs to coordinate with elementary schools and seeks to better understand how coordination practices may support children's transition to and success in kindergarten. Data were drawn from a nationally representative sample of Head Start children (N = 2,019) followed through kindergarten. Findings suggest that Head Start programs are engaging in a variety of activities to coordinate with elementary schools around the transition to kindergarten. Results of lagged OLS regression analyzes found that coordination efforts were significantly related to children's language and mathematics skills in kindergarten for children attending elementary schools engaging in limited school transition practices to support school entry, suggesting that coordination practices initiated by preschools may play a compensatory role for children. In addition, results suggest that direct meetings between Head Start and kindergarten teachers are predictive of higher language skills in kindergarten. Policy or Practice: Efforts by Head Start programs to coordinate with elementary schools may be particularly important for children's academic skills when their elementary schools are less engaged in transition practices. In addition, meeting in person and having a key person responsible for the kindergarten transition may be key ingredients to coordination that yields better outcomes for children. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=138988588 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2019.1656318 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1063 Subjects: – SubjectFull: Kindergarten children Type: general – SubjectFull: School children Type: general – SubjectFull: Head Start programs Type: general – SubjectFull: Kindergarten teachers Type: general – SubjectFull: Elementary schools Type: general – SubjectFull: Children's language Type: general – SubjectFull: Readiness for school Type: general Titles: – TitleFull: Coordination between Head Start and Elementary Schools to Enhance Children's Kindergarten Success. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cook, Kyle DeMeo – PersonEntity: Name: NameFull: Coley, Rebekah Levine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov-Dec2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 30 – Type: issue Value: 8 Titles: – TitleFull: Early Education & Development Type: main |
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