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ERIC Number: EJ930415
Record Type: Journal
Publication Date: 2011-Mar
Pages: 6
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1538-6619
Promoting Healthy Transitions from Preschool to Kindergarten
Steen, Bweikia Foster
Young Children, v66 n2 p90-95 Mar 2011
Research shows that when children do not transition successfully to kindergarten, their academic and social-emotional progress can be hindered, whereas children who transition successfully actively engage in learning and adapt to the new setting (Harbin et al. 2007). It is important for early childhood educators to consider the stress for children and families that is associated with entering a more structured environment. Kindergarten serves as an introduction to formal schooling, with new challenges for children's development in all domains. During this time of transition, teachers can look for best practices to engage children and ensure that they maintain the same enthusiasm toward school that they had during preschool. Best practices require educators to continuously reflect and consider how their teaching practices foster children's development and produce real and lasting learning. Best practices also include strategies that actively involve and keep families informed about the new procedures, expectations, and routines of kindergarten. This article discusses strategies that teachers can use to ease the transition from preschool to kindergarten for both children and their families.
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A