ERIC Number: ED463897
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Transition to Kindergarten. Early Childhood Research & Policy Briefs, Volume 2, Number 2.
Pianta, Robert; Cox, Martha
The transition to formal schooling is a landmark event for millions of children, but transition practices commonly used may not be well-suited to the needs of children and families. This research and policy brief, a quarterly synthesis of issues addressed by investigators and affiliates of the National Center for Early Development and Learning, focuses on transition activities and policies. The brief examines issues surrounding transition to kindergarten and how U.S. schools support this transition. The brief encourages policy makers to broaden the focus on children's readiness skills to one encompassing the settings that influence those skills--family, peer group, preschool, and school and suggests needed policy changes and factors in need of further research. The brief includes a fact sheet on the transition to kindergarten summarizing the findings of the larger report. (Contains 18 references.) (HTH)
Descriptors: Change Strategies, Early Experience, Educational Policy, Family School Relationship, Preschool Children, Primary Education, School Readiness, Student Adjustment, Student Needs, Transitional Programs
Publications Office, Frank Porter Graham Child Development Institute, University of North Carolina-Chapel Hill, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0867; e-mail: email@example.com. For full text: http://www.ncedl.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Early Development & Learning, Chapel Hill, NC.