CRANE RESEARCH FORUM RECAP: Understanding the Transition to Kindergarten and Factors that Influence it
April 2021
written by Janelle Williamson
The April research forum hosted Dr. Kelly Purtell, associate professor in Human Sciences and Crane Faculty Fellow. Dr. Purtell presented findings on “Understanding the Transition to Kindergarten and Factors that Influence it”.
The transition to kindergarten is a key time for children’s development of skills that foster future school success, like literacy, self-regulation, and social development. Children entering kindergarten come from a variety of pre-kindergarten experiences from staying home with parents, private child care, district preschool and more. Despite the variety in pre-kindergarten experience, one thing is consistent – children often struggle in their transition to kindergarten. Dr. Purtell’s presentation highlights findings from two federally funded research studies that demonstrate how to promote positive kindergarten transitions.
Key Highlights:
- Supports across systems: Many children are moving from a preschool system to an elementary school system. Much of the time, teachers and administrators from these two systems do not communicate. In interviews with teachers and administrators, researchers found that both preschool and elementary school personnel wish there were more communication and more data sharing about the children who are transitioning.
- Alignment of experiences: One study examined the differences between grouping practices, types of instruction, and time in academic content in preschool, kindergarten, and first-grade classrooms. Researchers observed these practices in 120 classrooms and found that kindergarten and first-grade classrooms spend more time in whole group instruction than preschool classrooms. Preschool classrooms also spent more time in free play while kindergarten and first-grade classrooms spent more time in direct instruction. Finally, kindergarten and first-grade classrooms focused their instruction on literacy and language while preschool classrooms focused on free play instruction. It is theorized that the alignment of practices across grades could help with preschoolers’ adjustment to kindergarten.
- Engaging families: increasing family engagement can support and prepare children and families for the increased expectations associated with kindergarten. A current Crane research study is conducting an intervention with families that provides them with opportunities to prepare for the transition through home visits, books about going to kindergarten, playgroups with children attending the same elementary school and more. The study is ongoing in 52 classrooms across Ohio.
Action Steps:
Dr. Purtell offered a call to action for the future of the kindergarten transition including:
Connections: building communication and connections with families and across school systems (e.g., between preschool and elementary school teachers and administrators)
Classroom experiences: ensuring that children’s experiences in preschool and kindergarten are developmentally appropriate and do not increase transition challenges
Creativity: creative solutions are needed including professional development that brings elementary and preschool teachers together, adjusting the initial months of kindergarten to ease the transition, and connecting with families in meaningful ways
DID YOU KNOW… that the Crane and Schoenbaum Centers have an entire body of work on the transition to kindergarten? From research to practitioner notes to tips for parents, the collective body of work aims to deepen our understanding and better support all children during this important transition.