Kindergarten Transition - success of children's transition to kindergarten found to be affected by school, family, community relations - Brief Article

School Administrator, April, 2001

Studies by researchers with the National Center for Early Development and Learning at the University of North Carolina at Chapel Hill suggest children's successful transition into kindergarten works best when strong relationships linking the children, families, school and community are established.

The research is contained in The Transition to Kindergarten, published by Brookes Publishing Co. The publication examines school transition from three perspectives: the ecology of transitions into and through kindergarten, the significance of transition in the early grades and outcomes for children from diverse families and cultures.

Editors Robert C. Pianta and Martha J. Cox say that successful transition needs to be seen in a broader picture than just how well the child performs. They recommend viewing successful transition as a long-term process that unites child, family and the school.

They also describe several trends that affect transition to school, including the increasing diversity of American children, the proliferation of public school prekindergarten programs and growing accountability measures.

Further details about the research studies are available from Robert Pianta at 804-243-5483 and Martha Cox at 919-966-3509.