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ERIC Number: ED437156
Record Type: Non-Journal
Publication Date: 1998-Jul
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Kindergarten Transitions. Teachers: 48% of Children Have Transition Problems. NCEDL Spotlights, No. 1.
Pianta, Robert; Cox, Martha
This report, the first in the National Center for Early Development & Learning's (NCEDL) "Spotlight" series, is based on a summary of results from a national survey of nearly 3,600 kindergarten teachers by NCEDL. The survey identified teachers' areas of concern regarding transition to school, looked at transition practices, and asked teachers what barriers they see to implementing more transitions practices. Teachers reported that while 52 percent of children experience a successful entry into kindergarten, 48 percent have moderate or serious problems. Teachers were most frequently concerned about children's skills in following directions and academics. The most common practices teachers use to help children as they enter kindergarten are "a talk with parents after school starts," followed by "a letter to parents after the beginning of school" and "an open house after school starts." After summarizing several other results, the report also lists findings on the transition between kindergarten and first grade. The report ends with conclusions and implications of the study, including: (1) there is a poor fit between the expectations of kindergarten teachers and the skills of kindergartners; (2) the nation has a long way to go in ensuring that all children come to school ready to learn; and (3) teachers are talking to teachers about transitions, but teachers are not reaching parents about their children's transitions into first grade. (EV)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Early Development & Learning, Chapel Hill, NC.