How Do Combinations of Transition Activities Available to Children and Families Predict Successful Kindergarten Transitions?
Saved in:
| Title: | How Do Combinations of Transition Activities Available to Children and Families Predict Successful Kindergarten Transitions? |
|---|---|
| Authors: | Cook, Kyle DeMeo1 (AUTHOR) kdcook@bu.edu, Ehrlich Loewe, Stacy2 (AUTHOR), Kabourek, Sarah2 (AUTHOR), Francis, John2 (AUTHOR), Schaper, Andrew3 (AUTHOR), Thomson, Dana4 (AUTHOR), Halle, Tamara4 (AUTHOR), Kauerz, Kristie3 (AUTHOR) |
| Source: | Early Education & Development. May/Jun2024, Vol. 35 Issue 4, p740-765. 26p. |
| Subject Terms: | *School children, *Kindergarten children, *Kindergarten, *Kindergarten facilities, *Families, *School involvement, Poor families |
| Abstract: | Research Findings: The transition to kindergarten can be challenging for children and families. Research shows that some transition activities implemented by elementary schools can have small positive associations with children's outcomes. Examining the nationally representative Early Childhood Longitudinal Study Kindergarten Class of 2011 dataset (N= 13813), we explored whether children and families had access to different combinations of transition activities and whether those combinations were associated with child and family outcomes. Using latent class analysis, we found four distinct groups based on teacher and parent reports. Two groups had opportunities for engaging in many transition activities, while the other two groups had fewer transition activities offered – particularly face-to-face experiences. Children from low-income households were more likely to experience fewer types of transition activities, and children from higher-income households were more likely to experience a more comprehensive set of transition activities. Group membership predicted children's initial adjustment to kindergarten, parent involvement in school, and parent satisfaction with the elementary school. Practice or Policy: These findings suggest that more work is needed to develop policies and practices that ensure children and families with low incomes have transition supports available to them. This research also highlights the importance of considering how transition supports benefit parents, not just 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Research Findings: The transition to kindergarten can be challenging for children and families. Research shows that some transition activities implemented by elementary schools can have small positive associations with children's outcomes. Examining the nationally representative Early Childhood Longitudinal Study Kindergarten Class of 2011 dataset (N= 13813), we explored whether children and families had access to different combinations of transition activities and whether those combinations were associated with child and family outcomes. Using latent class analysis, we found four distinct groups based on teacher and parent reports. Two groups had opportunities for engaging in many transition activities, while the other two groups had fewer transition activities offered – particularly face-to-face experiences. Children from low-income households were more likely to experience fewer types of transition activities, and children from higher-income households were more likely to experience a more comprehensive set of transition activities. Group membership predicted children's initial adjustment to kindergarten, parent involvement in school, and parent satisfaction with the elementary school. Practice or Policy: These findings suggest that more work is needed to develop policies and practices that ensure children and families with low incomes have transition supports available to them. This research also highlights the importance of considering how transition supports benefit parents, not just children. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10409289 |
| DOI: | 10.1080/10409289.2023.2229715 |
