The number of children participating in public school preschool programs has steadily increased over the last two decades. While the use of specific practices to support the transition to kindergarten has received a great deal of attention, there are little data on the use of transition practices by public school preschool teachers to support children's entry into the public school preschool setting. This article presents findings from a national sample of 2434 public school preschool teachers on the use of 25 transition practices to support the transition of young children into public school preschool programs. The study represents a collaborative extension of the National Center for Early Development and Learning (NCEDL) Kindergarten Transition Survey [Pianta, R. C., Cox, M. J., Taylor, L., & Early, D. (1999). Kindergarten teachers' practices related to the transition to school: Results of a national survey. Elementary School Journal, 100(1), 71-86]. Public school preschool teachers reported using an average of 12.81 of the 25 transition practices included in the survey, with a total of 12 of the 25 transition practices reportedly in use by 70% or more of teachers responding to the survey. Findings from this study indicate that three variables - training on the use of specific transition practices, classroom composition, and school context - were related to the use of transition practices by public school preschool teachers.
|Number of pages||16|
|Journal||Early Childhood Research Quarterly|
|State||Published - Mar 2010|
Bibliographical noteFunding Information:
The study reported in this article was conducted by the National Early Childhood Transition Center (NECTC) which is funded by the U.S. Department of Education, Office of Special Education Programs, Cooperative Agreement #H324V020031. The contents do not necessarily represent the positions or policies of the U.S. Department of Education, Office of Special Education Programs and you should not assume endorsement by the Federal Government.
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Sociology and Political Science