Improving Systems, Practices and Outcomes

Transition
from Preschool Services to Kindergarten

Topic editor: Kathy Whaley

You may also be interested in Transition from Part C

National Centers, Studies & Specialized Projects Resources

Children's Defense Fund

WWW: Full-Day Kindergarten in the States (2012) reported by the Children's Defense Fund (CDF) will be updated annually.

PDF: Transition Practices from Preschool to Kindergarten (2011), a Research Brief published by the Curry School of Education (CASTL) at the University of Virginia describes pre-kindergarten teachers' use of kindergarten transition practices. (posted 05/13/2013)

Frank Porter Graham Child Development Institute

Harvard Family Research Project

Head Start Early Childhood Knowledge and Learning Center

Head Start National Center on Quality Teaching and Learning

WWW: Provides videos with transcripts that describe transition from the perspectives of children and communities and includesWWW: planning resources (2012).

National Early Childhood Technical Assistance Center (NECTAC)

NECTAC's Section 619 Profile, 19th Edition (2012) provides information on states' transition policies and practices.

National Early Childhood Transition Center (NECTC)

The WWW: National Early Childhood Transition Center (NECTC) formerly funded by OSEP investigated and validated practices to enhance the early childhood transition process and support positive school outcomes for children with disabilities. NECTC maintains a WWW: searchable database of transition research, policy and practice.

National Governor's Association

PDF: Building the Foundation for Bright Futures: A Governor's Guide to School Readiness (2005) by the National Governor's Association. See Supporting Ready Schools starting on pg. 11, Facilitating the Transition to Kindergarten. Also available from the National Governor's Association, but not available on online is their document Transitions to School by Elizabeth Stief (1994). See Relevant Research Findings on page 4. ISBN # 1-55877-197-2.

Pre-Elementary Education Longitudinal Study (PEELS)

The WWW: Pre-elementary Education Longitudinal Study (PEELS) funded by the National Center for Special Education Research at the Institute of Education Sciences is a multi-year study examining preschool special education transition to kindergarten. (posted 2/17/12) The report entitled PDF: Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study (2009) provides selected findings from the first three waves of data collection.

SERVE Regional Educational Laboratory

WWW: Planning for Terrific Transitions: A Guide for Transition-to-School Teams. This training tool is designed to help teachers, principals, parents, and other stakeholders improve their transition processes through more effective planning, implementation, and evaluation. The training package includes a trainer's guide, a participant's guide, a CD with all the transparencies needed, and a copy of all the handouts necessary for the training.

Terrific Transitions

WWW: Terrific Transitions is a Web site developed collaboratively between the WWW: SERVE Regional Educational Laboratory and the WWW: National Head Start Association to support children's transitions into kindergarten.

W.K. Kellogg Foundation

W. K. Kellogg Foundation's initiative entitled WWW: SPARK (Supporting Partnerships to Assure Ready Kids) (2009)

State Resources

Guidance, Training & Technical Assistance

Special Projects & Initiatives

Parent Resources/Handbooks

Links on this site are verified monthly. This page content was last updated on 03/21/2014 CF

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email: ectacenter@unc.edu

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

  • FPG Child Development Institute
  • OSEP's TA&D Network:
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