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Supporting Children and Families During the Kindergarten Transition: Connection-Focused Home Visiting

Supporting Children and Families During the Kindergarten Transition: Connection-Focused Home Visiting

Robin C. Sayers, Rebecca Dore, Kelly M. Purtell, Laura Justice, Logan Pelfrey, Hui Jiang
Copyright: © 2021 |Pages: 26
ISBN13: 9781799844358|ISBN10: 1799844358|ISBN13 Softcover: 9781799855880|EISBN13: 9781799844365
DOI: 10.4018/978-1-7998-4435-8.ch007
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MLA

Sayers, Robin C., et al. "Supporting Children and Families During the Kindergarten Transition: Connection-Focused Home Visiting." Supporting Children’s Well-Being During Early Childhood Transition to School, edited by Sanja Tatalović Vorkapić and Jennifer LoCasale-Crouch, IGI Global, 2021, pp. 139-164. https://doi.org/10.4018/978-1-7998-4435-8.ch007

APA

Sayers, R. C., Dore, R., Purtell, K. M., Justice, L., Pelfrey, L., & Jiang, H. (2021). Supporting Children and Families During the Kindergarten Transition: Connection-Focused Home Visiting. In S. Tatalović Vorkapić & J. LoCasale-Crouch (Eds.), Supporting Children’s Well-Being During Early Childhood Transition to School (pp. 139-164). IGI Global. https://doi.org/10.4018/978-1-7998-4435-8.ch007

Chicago

Sayers, Robin C., et al. "Supporting Children and Families During the Kindergarten Transition: Connection-Focused Home Visiting." In Supporting Children’s Well-Being During Early Childhood Transition to School, edited by Sanja Tatalović Vorkapić and Jennifer LoCasale-Crouch, 139-164. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4435-8.ch007

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Abstract

This chapter describes the theoretical basis for and implementation of a kindergarten-transition-focused home visiting program, the connection-focused home-visiting intervention program (CHIP). CHIP was designed to support children and their families during the kindergarten transition through development of strong connections between parents, children, teachers, schools, and communities. In this chapter, the authors explain the theoretical framework that guided the development of CHIP and key features of the program design, including connection development, the use of transition coordinators, and individualization. In addition, this chapter includes descriptions of scenarios encountered during CHIP that exemplify the nature of the program and design decisions. Finally, this chapter provides a summary of early evidence of program effectiveness and directions for continued research.

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