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ERIC Number: ED463860
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 4
Abstractor: N/A
Reference Count: N/A
Transition to Kindergarten. NCEDL Spotlights.
National Center for Early Development & Learning, Chapel Hill, NC.
Noting recent research findings indicating that commonly used transition practices may not be well-suited to the needs of children and families, this report summarizes educational policy issues related to the transition to kindergarten and presents recommendations for policy changes. The report notes that the transition to kindergarten and the early grades is important because: (1) children establish competencies important to their school success and achievement during early elementary school; (2) early childhood learning environments are quite different from traditional elementary school settings; and (3) it is imperative to understand and shape the conditions under which public funds for early education can be best used. The report asserts that additional study is needed of localities that provide high quality transition practices in their communities, of how kindergarten classroom environments contribute to the quality of transitions, and of the knowledge and experience of kindergarten teachers and teachers-in-training related to transition planning. Policy change recommendations include strengthening bonds between preschools and elementary schools and requiring the formation of transition planning teams in localities. (KB)
Frank Porter Graham Child Development Center, University of North Carolina-Chapel Hill, CB #8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0867; Web site:
Publication Type: Opinion Papers
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.