These proceedings present five papers and other highlights of a symposium held to stimulate efforts to provide continuity and support for children and families in transition from early childhood to early elementary school programs. These papers are included: (1) "Connecting with Preschools: How Our Schools Help (and Fail to Help) Entering Kindergartners," by John Love, which reports on a national study of children's transitions from preschool to school; (2) "Interagency Collaboration Providing Continuity of Services to Young Children," by Thomas W. Payzant, which describes San Diego's New Beginnings Program and its health, housing, and educational social services components; (3) "The Transitions of Children and Parents from Preschools to Public School Settings," by Willie Epps, which stresses the importance of procedural and pedagogical continuity, parent involvement, expectations of schools, and communication between preschools and public schools; (4) "A Look at Continuity Issues from Preschool to Early Primary Grades: Assessment and Evaluation," by Samuel Meisels, which suggests that student progress be assessed through work sampling, portfolios, and teacher reports; and (5) "School Readiness and Transition from School: The Current Debate," by Donna Foglia and John Bergan, which stresses the need to change assessment methods. In addition, the proceedings summarize the highlights of workshops on initiatives to ensure pedagogical continuity; vertical and horizontal continuity; interagency collaboration; links between school and students' culture; smooth transitions for children with special needs; appropriate instructional practice; and ways to assess progress. Presenters' addresses are included. (AC)