Abstract
The transition to kindergarten is an important developmental milestone for young children, their families, and teachers. Preparing students for successful kindergarten transition has been identified as a national priority, yet the degree to which parents are involved in kindergarten preparation is rarely considered. This study investigated the family experiences and involvement in kindergarten transition in 132 families whose children had completed early education programs and were beginning kindergarten. Results suggest that the majority of families wanted more involvement in the transition to kindergarten planning and wanted information about kindergarten readiness, including academic and behavioral expectations. The top concerns expressed by families were attending a new school and difficulties with following directions or other behavior problems. Families with fewer financial resources reported less involvement in transition activities than families with more resources. Implications for early childhood education are discussed, in light of the growing emphasis on parent involvement and kindergarten readiness.
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The present work was supported, in part, by a Science of Learning Center Catalyst grant (0350341) from the National Science Foundation awarded to the second and third authors.
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McIntyre, L.L., Eckert, T.L., Fiese, B.H. et al. Transition to Kindergarten: Family Experiences and Involvement. Early Childhood Educ J 35, 83–88 (2007). https://doi.org/10.1007/s10643-007-0175-6
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DOI: https://doi.org/10.1007/s10643-007-0175-6