Abstract
This chapter is designed to be a useful guide for early childhood educators, families, and researchers. It presents key roles and related resources for educators to address the well-being of young children, with or without disabilities, who are in the process of transitioning from early childhood settings to primary school. Continuing challenges in early childhood transition practice necessitate renewed attention to practical solutions. The proposed roles of early childhood educators are based on the theoretical frameworks of Pianta and colleagues, Rous and colleagues, and Yelverton and Mashburn. Four key educator roles are proposed: school readiness teacher, relationship and continuity facilitator, resource and case manager, and transition policy advocate. Descriptions and suggestions for implementation of each educator role are provided.
TopIntroduction
Successful early childhood transitions for children with and without disabilities depend on multiple factors related to varied programs and diverse persons, including children, families, educators, and administrators. This chapter focuses on one aspect of the early childhood transition process: the key role that educators have in the well-being of young children as they transition from early childhood programs (which, depending on the country, may include preschool or kindergarten) to primary school (which includes kindergarten in some countries). Evidence indicates that a positive start to school supports children’s success in school and in life (Dockett & Perry, 2004; LoCasale-Crouch et al., 2012; Schulting, Malone, & Dodge, 2005; Shonkoff & Phillips, 2000). Transition to primary school is a crucial time for the development of positive attitudes toward school for children and their families (Dockett & Perry, 2004; Pianta & Cox, 1999). Based on a national sample, Schulting et al. (2005) found that increased use of transition practices in the beginning of kindergarten were associated with improved child achievement scores at the end of kindergarten, while controlling for socio-economic status and other demographic factors. Based on an extensive review of the literature on child development, Shonkoff and Phillips (2000) documented various forces that challenge early childhood programs, which include times of transition. One important factor in ensuring young children’s well-being during transition is the role that their educators have in this evolving process.
To clarify the discussion, key terms are defined for the purpose of this chapter, including alignment, continuity, early childhood, early childhood programs, educators, primary school, sending programs, receiving programs, and transitions. Alignment indicates a similar philosophy or approach between programs, their curricula, and/or their policies. Continuity refers to consistency between and among programs, for policies and practices related to instruction and expectations for children over time. Early childhood includes the time from birth to the first year of primary school (defined below). Early childhood programs include any settings, including public and private early childhood agencies and preschools, in which young children receive educational or therapeutic services prior to entrance into primary school. Educators are non-family adults who provide direct and indirect services to young children including but not limited to teachers, providers, caregivers, program directors, therapists, and psychologists. Educators include persons from early childhood programs who send children to primary school as well as the persons who receive them in primary school (Baughan, 2012; Rous, Hallam, Harbin, McCormick, & Jung, 2007; Rous & Mawdsley, 2015). Primary school includes the first year of formal school, including kindergarten in some countries or the first level of formal school in others. Sending programs are defined as persons or agencies that send young children from early childhood programs to primary school programs. Receiving programs include persons and school programs that receive children from early childhood programs. Transitions are defined as changes in young children’s placements from early childhood to kindergarten or primary school settings.
Key Terms in this Chapter
Primary School: Includes the first year of formal school, including kindergarten in some countries or the first level of formal school in others.
Alignment: Indicates a similar philosophy or approach between programs, their curricula, and/or their policies.
Sending Programs: Include persons and programs that send young children from early childhood settings to primary school programs, from settings including preschool, private childcare, and therapies.
Early Childhood Programs: Include any settings, including public and private early childhood agencies and preschools, in which young children receive educational or therapeutic services prior to entrance into primary school.
Transitions: Are defined as changes in young children’s placements from early childhood to kindergarten or primary school settings.
Receiving Programs: Include persons and school programs that receive young children from early childhood settings.
Educators: Are defined as non-family adults who provide direct or indirect services to young children, including but not limited to teachers, providers, caregivers, program directors, therapists, psychologists, and other service providers. Educators include persons from early childhood programs who send children to primary school as well as the persons who receive them in primary school.
Early Childhood: Is defined as the time from birth to the first year of primary school.
Continuity: Refers to consistency between and among programs, for policies and practices related to instruction and expectations for children over time.