TRANSITION TO PRESCHOOL: National Survey Findings and Implications for State Policy Beth Rous, Katherine McCormick & Teri Nowak, University of Kentucky

TRANSITION TO PRESCHOOL:

National Survey Findings and Implications for State Policy

Beth Rous, Katherine McCormick & Teri Nowak, University of Kentucky

In This Session We Will…..

Review three current large scale studies in the area of transition

Present preliminary findings from a new large scale study of transition to preschool

Discuss state and local policy implications

Most of what we currently know about transition is based on two large scale studies:

– National Head Start/ Public School Transition Study

– Transition at Kindergarten from NCEDL Research

What we know about the transition of young children:

National Head Start/Public School Early Childhood Transition Demonstration Project

Sample– 4,284 kindergartners who were Head Start

graduates and their caregivers – 28 sites in 435 schools in 81 districts in 28

states Instrumentation

– Measures of (1) family ecology, (2) child – PPVT & academic status, and (3) child and family PERCEPTIONS of school adjustment & attitudes toward school

(Ramey et al., 2000)

Head Start/Public School Results

76% of the children reported liking school a lot (considered by the authors as reflective of positive transitions)

More than 30% of the families reported some strategy for promoting positive school experiences and transition to school

Some differences based on site/demographics

Key indicators of a successful transition to kindergarten include:

Families show positive attitudes toward school and learning

Teachers recognize and value difference and provide DAP

Linkage of all stakeholders in positive and mutually supporting focused efforts

National Center for Early Development & Learning (NCEDL)

Sample– Random stratified sample from population

of over 117,000 (target sample of 10,071 resulting - final sample of 3,595 teachers)

Instrumentation (Survey) – Included 21 transition to kindergarten

practices– Included 16 potential barriers to transition

to kindergarten (Pianta et al., 2002)

Preschool to Kindergarten Results

Most common practices were: – talk with families after school starts – letter to families after school begins – open house after school starts

Least common practices were: – home visiting (before or after)– a visit to the preschool

Preschool to Kindergarten Results

Significant differences were evidenced based on different levels of demographic indicators – “children who are likely to benefit most from

personalized, proactive, and intense practices aimed at facilitating transition to kindergarten are the least likely to be the recipients of such practices” (Pianta et al., page 83 )

What we know about children

Some experience interacting with other adults and familiarity with cooperating and following their directions is important to successful transition

A regular routine or schedule that provides children with a sense of predictability helps promote successful transition

What we know about families

Family involvement in the both the school and their child’s education makes a difference.

All families should have a personal contact with the school (preferably the child’s teacher) before school starts that is low stress and designed for the school to LISTEN to the parents.

Families can be involved by preparing children for classroom work in several ways such as:

– reading to children, visiting a library, participating in story time, singing songs, playing games, and conversing regularly about day-to-day activities.

What we know about families

Families can be involved by preparing children for classroom work in several ways such as:

– reading to children, – visiting a library, – participating in story time, – singing songs, – playing games, and – conversing regularly about day-to-day activities.

What we know about programs

Teachers should communicate with one another and the family about the child’s needs and the classroom experiences that are and will be offered in their settings.

Teachers should visit each other’s classrooms.

Teachers should meet to connect their curriculum and expectations to one another

Teachers should meet with parents to talk about the transition needs of individual children.

What we know about communities

Communities should develop transition plans, processes, and evaluation of transition plans and identify who is responsible for implementing these plans.

A variety of transition strategies should be offered to families and tailored to meet their individual needs rather than implementing a one-size-fits-all program.

What we know about communities

Collaboration in developing and implementing transition plans requires flexibility and sensitivity to the unique perspectives and constraints of the programs involved.

Schools and programs can implement a transition planning process that results in each school or program developing their own transition plan, with little additional financial resources.

What we know about state policies and practices

States can initiate and support the development of transition planning in local programs, schools and communities.

States MUST develop a conceptual model that is shared by all stakeholders.

– Identify key constituencies– Identify leadership– Timelines of key events– Identify the responsibilities of key constituencies

A Conceptual Framework for Transition

Rous, Hallam, Harbin, McCormick and Jung, 2005

NECTC National Preschool Survey

Study the Transition into Public Preschool

Collaborative Replication of the NCEDL National Kindergarten Transition Survey (1996)

Study Purpose

To determine the current status of transition practices at public school preschools in the U.S. (rate of use)

To identify common barriers and facilitators to recommended transition practices

To examine demographic differences in transition practices in public school preschools

Sample

Public preschool teachers Teaching 3-, 4-, or 5-year-olds who are

not enrolled in Kindergarten Mailed 10,000 surveys Adjusted Sample of 9718 (219 Not

Preschool Teacher; 63 undeliverable) Return rate of 25.04%

What we know about public preschool in American today

Other/None

SpEd

Head Start

Pre-K

3-Year-Olds 4-Year-Olds

NIEER: State of Preschool: 2004 Yearbook

The Survey

51 questions – School Information (6)– Teacher/Classroom Information (21)– Entering Preschool (5)– Transition Practices (8)– Moving from Preschool to

Kindergarten (6)– Information Resources (2)

One open comment

Components from the survey for discussion

25 questions – identify transition practices for

children entering preschool to determine rate of use by preschool teachers

22 factors – identify what preschool teachers

report as barriers or facilitators for transition to preschool

11 questions– Identify transition practices for

children entering kindergarten to determine the rate of use by preschool teachers

Sample – Teacher Description

73.5%

9.2%

8.7%

8.6%

White/Non-Hispanic African American

Hispanic Other

44.6%

4.2%

49.6%

Masters Bachelors Associate or less

N = 2,43382% (n=1,983) serve

children with disabilities

Sample – Program Description

Program Location– Housed within

elementary school = 70%

– Housed in another building on elementary campus = 14.5%

– Housed in building separate from elementary campus = 15%

Regional Distribution of the Sample

Most Common Transition Practices to Preschool

Practices All Teachers

W/Special Needs

Talk with parent AFTER school starts 95% 94%

Letter to parent AFTER school starts 84% 84%

Talk with parent BEFORE school starts 83% 83%

Open house AFTER school starts 75% 75%

Open house BEFORE school starts 72% 74%

Letter to parent BEFORE school starts 72% 72%

Written records made available 71% 75%

Facilitate parent to parent contact 71% 69%

Meet child and family AFTER school starts 71% 69%

Flyer to child BEFORE school starts 71% 71%

Differences noted when percentages varied by at least 1%

Most Common Transition Practices to KindergartenKindergarten

Practices KTalk with parent after school starts 94%

Letter to parent after school starts 88%

Open house after school starts 82%

Flyer to child after school starts 77%

Read written records 74%

Flyer to child before school starts 69%

Facilitate parent to parent contact 65%

Open house before school starts 62%

Parent letter before school 62%

Kindergarten (preschool) registration 60%

(Pianta et al., 1999)


Comparison of Practices Kindergarten and PreschoolKindergarten and Preschool

Practices K PreschoolTalk with parent after school starts 94% 94%

Letter to parent after school starts 88% 83%

Open house after school starts 82% 75%

Flyer to child after school starts 77% 64%

Read written records 74% 69%

Flyer to child before school starts 69% 71%

Facilitate parent to parent contact 65% 71%

Open house before school starts 62% 72%

Parent letter before school 62% 72%

Kindergarten (preschool) registration 60% 65%



Least Common Transition Practices to Preschool Preschool

Practices UsedW/Special

Needs

Teachers visit sending program classroom 14% 15%

Call child AFTER school starts 14% 19%

Call child BEFORE school starts 16% 16%

Incoming children visit preschool classroom 21% 23%

Letter to child AFTER school starts 25% 24%


Least Common Transition Practices to KindergartenKindergarten

Practices K

UsedHome visit before school starts 5%

Home visit after school starts 8%

Call child before school 11%

Call child after school 14%

Children visit K classrooms (preschool) 17%

Coordinate curriculum 21%




Practices K

Used

Preschool

UsedHome visit before school starts 5% 32%

Home visit after school starts 8% 34%

Call child before school 11% 16%

Call child after school 14% 14%

Children visit K classrooms (preschool) 17% 21%

Coordinate curriculum 21% 43%



Commonly Reported Barriers to A Good Transition at PreschoolPreschool

BarriersAll

TeachersW/Special

Needs

Parents don’t read letters sent home 57% 56%

Some parents not interested 54% 54%

Summer work required not supported by salary 51% 51%

Class lists generated too late 47% 46%

Funds not available 41% 40%

Dangerous to visit some students homes 38% 36%

A transition plan not available in district 36% 35%

Parents don’t bring child for regist./open house 36% 36%

Records not available before school starts 31% 30%


Commonly Reported Barriers to A Good Transition to Kindergarten Kindergarten

Barriers K

Class lists generated too late 56%

Transition plan not available 56%

Work required in the summer is not supported by salary 47%

Takes too much time 37%

Dangerous to visit homes 33%

Parents do not bring their child in for registration or open house

32%

Can’t reach parents 27%

Parents not interested 25%




Barriers K Pre-school

Class lists generated too late 56% 47% Transition plan not available 56% 36%

Work required in the summer is not supported by salary

47% 51%

Takes too much time 37% 27% Dangerous to visit homes 33% 38% Parents do not bring their child in for registration or open house

32% 36%

Can’t reach parents 27% 20.0%Parents not interested 25% 54%



Commonly Reported Facilitators to A Good Transition to PreschoolPreschool

FacilitatorsAll

TeachersW/Special

Needs

Parents interested 70% 70%

Class lists generated on time 64% 64%

Parents bring children for registration/open house

61% 61%

Funds available 57% 57%

Summer work supported with salary 57% 57%

Concern about creating positive experiences 56% 56%

Contacts with parents encouraged prior to start of school

54% 54%

Records received before child attends 53% 54%

Materials available 52% 52%

Parents able to read letters sent home 51% 51%

Most Common Transition Practices to Kindergarten

PracticesAll

TeachersW/Special

Needs

Parents sent information 71% 72%

Children visit K 68% 69%

Continuity in the curriculum 56% 56%

Children visit K teachers 50% 51%

K placements 50% 53%

Activities for individual children 40% 43%

Individual children’s progress 38% 38%

Parents sent placement information 33% 35%

K teachers visit Pre-K children 32% 32%

K children visit Pre-K children 24% 24%

Pre-K to K general transition practices 21% 21%


Most Common Transition Practices to 1st Grade

Practices K

Children visit 1st grade (K) 56%

Continuity in the curriculum 40%

1st grade (K) placements 34%

Parents sent information 31%

Children visit 1st grade (K) teachers 30%

1st grade (K) children visit K (Pre-K) children 29%

1st grade (K) teachers visit K (Pre-K) children 24%

Parents sent placement information 19%

Individual children’s progress 17%

Activities for individual children 14%

K (Pre-K) to 1st grade K general transition practices 14%




Practices K Preschool

Children visit 1st grade (K) 56% 68%

Continuity in the curriculum 40% 56%

1st grade (K) placements 34% 50%

Parents sent information 31% 71%

Children visit 1st grade (K) teachers 30% 50%

1st grade (K) children visit K (Pre-K) children 29% 24%

1st grade (K) teachers visit K (Pre-K) children 24% 32%

Parents sent placement information 19% 33%

Individual children’s progress 17% 38%

Activities for individual children 14% 40%

K (Pre-K) to 1st grade K general transition practices

14% 21%



What Implications for Policy Can You Identify?

For example:– Administrative leave/pay for teachers

during summer– Determining place/school PRIOR to the

beginning of school – Development and support for strategies to

increase family involvement– Development and use of a transition plan

For More NECTC Information

Teri Nowak, Project CoordinatorInterdisciplinary Human Development Institute

University of Kentucky126 Mineral Industries Building

Lexington, KY 40506-0051Phone: 859-257-2081

Toll Free: 866-742-4015Fax: 859-257-2769

Email: [email protected]://www.ihdi.uky.edu/nectc

Documents

TRANSITION TO PRESCHOOL: National Survey Findings and Implications for State Policy Beth Rous, Katherine McCormick & Teri Nowak, University of Kentucky