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Navigating the Kindergarten Transition: An Exploratory Case Study of Challenges and Opportunities for Non-Immigrant and Immigrant Families.

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Title: Navigating the Kindergarten Transition: An Exploratory Case Study of Challenges and Opportunities for Non-Immigrant and Immigrant Families.
Authors: Kong, Peggy A.1 (AUTHOR) peggy.kong@utah.edu, Zhang, Xinwei2 (AUTHOR), Sachdev, Anu3 (AUTHOR), Yu, Xiaoran4 (AUTHOR), Dzotsenidze, Nino5 (AUTHOR)
Source: Journal of Research in Childhood Education. 2025, Vol. 39 Issue 2, p364-383. 20p.
Subject Terms: *Family support, *Parenting, *Children of immigrants, Extended families, Immigrant families, Immigrant children
Abstract: The transition to kindergarten marks a significant milestone in the lives of families as their child takes their first step into the formal schooling environment. This exploratory case study examined challenges and opportunities among non-immigrant and immigrant families during the transition. The findings showed that non-immigrant and immigrant families encountered unique challenges and employed distinct strategies at the school, home, and community levels. In school, non-immigrant families proactively engaged with schools to navigate the kindergarten registration process, while immigrant families struggled with unfamiliarity with the U.S. education system and documentation requirements. The lack of communication with teachers was prevalent for both groups; while some non-immigrant families initiated conversations, immigrant families faced language and cultural barriers. Although time constraints were universal at home, both groups emphasized the importance of parental involvement. Non-immigrant families often relied on extended family support, whereas immigrant families depended on immediate family. Limited English proficiency presented extra challenges for the language development of children in immigrant families, as they sought supplementary educational resources within their social networks. At the community level, non-immigrant parents were aware of resources, but immigrant families faced obstacles due to inadequate community support for their children's transition. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Childhood Education 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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  Data: Navigating the Kindergarten Transition: An Exploratory Case Study of Challenges and Opportunities for Non-Immigrant and Immigrant Families.
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  Data: <searchLink fieldCode="AR" term="%22Kong%2C+Peggy+A%2E%22">Kong, Peggy A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> peggy.kong@utah.edu</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Xinwei%22">Zhang, Xinwei</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sachdev%2C+Anu%22">Sachdev, Anu</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yu%2C+Xiaoran%22">Yu, Xiaoran</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dzotsenidze%2C+Nino%22">Dzotsenidze, Nino</searchLink><relatesTo>5</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Childhood+Education%22">Journal of Research in Childhood Education</searchLink>. 2025, Vol. 39 Issue 2, p364-383. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Family+support%22">Family support</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+of+immigrants%22">Children of immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Extended+families%22">Extended families</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrant+families%22">Immigrant families</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrant+children%22">Immigrant children</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The transition to kindergarten marks a significant milestone in the lives of families as their child takes their first step into the formal schooling environment. This exploratory case study examined challenges and opportunities among non-immigrant and immigrant families during the transition. The findings showed that non-immigrant and immigrant families encountered unique challenges and employed distinct strategies at the school, home, and community levels. In school, non-immigrant families proactively engaged with schools to navigate the kindergarten registration process, while immigrant families struggled with unfamiliarity with the U.S. education system and documentation requirements. The lack of communication with teachers was prevalent for both groups; while some non-immigrant families initiated conversations, immigrant families faced language and cultural barriers. Although time constraints were universal at home, both groups emphasized the importance of parental involvement. Non-immigrant families often relied on extended family support, whereas immigrant families depended on immediate family. Limited English proficiency presented extra challenges for the language development of children in immigrant families, as they sought supplementary educational resources within their social networks. At the community level, non-immigrant parents were aware of resources, but immigrant families faced obstacles due to inadequate community support for their children's transition. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Research in Childhood Education 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=183968916
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              Text: 2025
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