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Transition to kindergarten activity the lived experiences of teachers, parents and children
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Latte, Ave M.. Transition to kindergarten activity the lived experiences of teachers, parents and children. Retrieved from https://doi.org/doi:10.7282/T34F1PPF

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TitleTransition to kindergarten activity the lived experiences of teachers, parents and children
NameLatte, Ave M. (author); Ryan, Sharon (chair); Lobman, Carrie (internal member); Golbeck, Susan (outside member); Rutgers University; Graduate School of Education
Date Created2012
Other Date2012-05 (degree)
SubjectEarly Childhood/Elementary Education, Kindergarten--Activity programs, Educational sociology, Early childhood education
Extentv, 199 p. : ill.
DescriptionPROBLEM: Transitioning into kindergarten marks an important time in the lives of young children and their families. While many families and teachers participate in transition events little is known about the ways that transition activities actually inform and support key stakeholders. The purpose of this study was to describe district transition policy and practices that are experienced and evaluated by key stakeholders to inform effective transition practices. METHODOLOGY: This case study explores the nature of transition activity within the constructs of what it means to be ready for school. Two school districts are investigated for policies and transition experiences that describe participation in and evaluations of these events by focal parents(6), children(7) teachers(4) and administrators(2). Continuities such as shared curriculums and cross grade professional development activities are addressed as means to smooth the move to kindergarten. Results indicate that transition activities are important experiences in the ways that each district designs specific experiences within local contexts. Cross case comparisons indicate that transition activities need to occur more often and with more attention to the goals for these activities. Teachers need to be better trained to understand the value for these experiences. Parent absence from planning processes indicate that the partnership model suggested in research (Pianta, Cox & Snow, 2007) has not been achieved. Children’s responses add value to the transition experiences in the ways that they participate in and respond to planned transition events (Dockett & Perry, 2007). Persistent tensions linger related to organizational issues that address teacher understanding and value for these experiences, parent and children interconnectedness with teachers, parents need to feel more deeply connected to the schools, and children being included in the conversations about the purpose for transition activity. Implications suggest closer examinations of the ways policies inform these processes, and the need for more flexibility when executing transition activities. Limitations of the study and future research suggestions are discussed. SIGNIFICANCE: This case study adds to the limited body of research that describes transition experiences from the perspectives of those who plan and enact these events, and for whom which these transition activities are developed.  
NoteEd.D.
NoteIncludes bibliographical references
Noteby Ave M. Latte
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T34F1PPF
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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