Abstract
The focus of transition from preschool to kindergarten is often placed on what can be done to prepare the child. Relatively little emphasis is placed on how differences between learning experiences across settings might impact the child's transition from one setting to the other. This chapter presents the results of secondary data analysis of the 2009 FACES study that show that the alignment of prekindergarten-kindergarten (PK-K) learning experiences impacts children's kindergarten outcomes. In particular, HLM modeling found that children who had at least as many or more activity-based centers in their classrooms in kindergarten as they had in prekindergarten showed significantly better literacy and math outcomes at the end of kindergarten than children who had less or no activity-based centers in kindergarten. This chapter advocates for a systemic focus on transition that puts an emphasis on continuing developmentally appropriate practices between preschool and kindergarten settings as a way to facilitate transitions and improve outcomes for young children.
TopIntroduction
For many years, the early childhood education system has focused on getting children ready for the K-12 school system. Children have been considered ready for school either by turning a particular age, progressing to a certain developmental stage, or achieving a specific set of skills (Abenavoli, Greenberg, & Bierman, 2017; Brown, 2010; Scott-Little, Kagan, & Frelow, 2006). Some researchers, however, have questioned the idea that school readiness is something that exists solely within the child and have suggested that readiness is also a function of the systems that serve children before, during, and after the transition to kindergarten (Brown, 2010; Graue, 1992; Rimm-Kaufman & Pianta, 2000). Viewed from this perspective, the alignment of learning standards, expectations, curriculum, and instructional approach from the early childhood education to the K-12 system is potentially an important determinant in children’s school readiness (Kagan & Kauerz, 2007; McCormick, Mattera, & Hsueh, 2019).
While evidence shows that high-quality early childhood education systems can produce positive school readiness and academic outcomes for children (Bulotsky-Shearer, Wen, Faria, Hahs-Vaughn, & Korfmacher, 2012; Burchinal, Vandergrift, Pianta, & Mashburn, 2010; Cadima, Leal, & Burchinal, 2010; Dearing, McCartney, & Taylor, 2009; Mashburn et al., 2008), some elementary environments may not sustain these outcomes over time (Bogard & Takanishi, 2005; Magnuson, Ruhm, & Waldfogel, 2007; Ansari & Pianta, 2018). This literature also suggests that this lack of alignment across settings may especially affect particular groups of children more than others, potentially contributing to the achievement gap that is an issue throughout education.
Drawing on school readiness, classroom quality, transition, and P-3 literature, this study explored the extent to which the alignment of children’s learning experiences between prekindergarten and kindergarten predict school readiness outcomes. Specifically, the authors hypothesized that children who have high-quality learning experiences in both prekindergarten and kindergarten, along with intentional transition practices implemented by both their early childhood education and kindergarten settings, will have better school readiness outcomes than children who have poorer quality prekindergarten and kindergarten classrooms and little or no transition supports. School readiness outcomes include four of the five constructs identified by the National Education Goals Panel: social-emotional, approaches toward learning, cognitive, and language/literacy (Kagan et al., 1995).
Key Terms in this Chapter
School Readiness: This study uses the term “school readiness” to refer to the five child-level dimensions adopted by the National Education Goals Panel–(a) physical well-being and motor development; (b) social and emotional development; (c) approaches toward learning; (d) language development; and (e) cognition and general knowledge.
Transition Activities: Intentional strategies that early childhood education and K-12 systems use to promote interconnection between prekindergarten and kindergarten environments and expectations.
Developmentally Appropriate Practice: Pedagogical practices that are based on child development and learning, including teacher knowledge of age-appropriate expectations and responsiveness to children’s individual needs.
Structural Classroom Features: Those aspects of classroom quality that can be easily regulated, including small class sizes, low child-to-teacher ratios, and certified and/or degreed teachers.
Vertical Alignment: The extent to which system components are developmentally continuous across age groups, such as from prekindergarten to kindergarten, and from kindergarten to first grade.
Instructional Focus: The amount of classroom time spent concentrating on different learning content, such as learning letter names and phonics, listening to stories, counting, measuring, and playing with math manipulatives.
Instructional Learning Formats: Organizational structures through which early learning content is delivered, such as the provision of learning spaces (e.g., reading areas, writing centers, dramatic play corners, outside spaces) that promote a range of whole class, small group, and individual instruction or exploration.