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Aligning Preschool and Kindergarten Classroom Learning Experiences: Effects on Children's School Readiness

Aligning Preschool and Kindergarten Classroom Learning Experiences: Effects on Children's School Readiness

Meg Deane Franko, Duan Zhang
Copyright: © 2021 |Pages: 24
ISBN13: 9781799844358|ISBN10: 1799844358|ISBN13 Softcover: 9781799855880|EISBN13: 9781799844365
DOI: 10.4018/978-1-7998-4435-8.ch004
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MLA

Franko, Meg Deane, and Duan Zhang. "Aligning Preschool and Kindergarten Classroom Learning Experiences: Effects on Children's School Readiness." Supporting Children’s Well-Being During Early Childhood Transition to School, edited by Sanja Tatalović Vorkapić and Jennifer LoCasale-Crouch, IGI Global, 2021, pp. 60-83. https://doi.org/10.4018/978-1-7998-4435-8.ch004

APA

Franko, M. D. & Zhang, D. (2021). Aligning Preschool and Kindergarten Classroom Learning Experiences: Effects on Children's School Readiness. In S. Tatalović Vorkapić & J. LoCasale-Crouch (Eds.), Supporting Children’s Well-Being During Early Childhood Transition to School (pp. 60-83). IGI Global. https://doi.org/10.4018/978-1-7998-4435-8.ch004

Chicago

Franko, Meg Deane, and Duan Zhang. "Aligning Preschool and Kindergarten Classroom Learning Experiences: Effects on Children's School Readiness." In Supporting Children’s Well-Being During Early Childhood Transition to School, edited by Sanja Tatalović Vorkapić and Jennifer LoCasale-Crouch, 60-83. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4435-8.ch004

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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.

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