Coordination between Head Start and Elementary Schools to Enhance Children's Kindergarten Success

Autor/inn/en	Cook, Kyle DeMeo; Coley, Rebekah Levine
Titel	Coordination between Head Start and Elementary Schools to Enhance Children's Kindergarten Success
Quelle	In: Early Education and Development, 30 (2019) 8, S.1063-1083 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1656318
Schlagwörter	Early Intervention; Preschool Education; Elementary Education; Kindergarten; Success; Partnerships in Education; Institutional Cooperation; Transitional Programs; Student Adjustment; School Readiness; Language Skills; Mathematics Skills; Teacher Collaboration; Preschool Teachers; Children; Longitudinal Studies; Surveys; Intelligence Tests; Verbal Ability; Vocabulary; Interpersonal Competence; Student Characteristics; Family Characteristics; Teacher Characteristics; Gender Differences; Racial Differences; Ethnicity; Parent Background; Educational Attainment; Socioeconomic Status; Mental Health; Employment Level; Teacher Qualifications; Early Childhood Longitudinal Survey; Peabody Picture Vocabulary Test; Social Skills Rating System + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Elementarunterricht; Erfolg; Hochschulpartnerschaft; Institute; Co-operation; Cooperation; Institut; Kooperation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Readiness for school; School ability; Schulreife; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lehrerkooperation; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Interpersonale Kompetenz; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Elternhaus; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status; Psychohygiene; Beschäftigungsgrad; Lehrqualifikation
Abstract	Research Findings: This study examines efforts by Head Start programs to coordinate with elementary schools and seeks to better understand how coordination practices may support children's transition to and success in kindergarten. Data were drawn from a nationally representative sample of Head Start children (N = 2,019) followed through kindergarten. Findings suggest that Head Start programs are engaging in a variety of activities to coordinate with elementary schools around the transition to kindergarten. Results of lagged OLS regression analyzes found that coordination efforts were significantly related to children's language and mathematics skills in kindergarten for children attending elementary schools engaging in limited school transition practices to support school entry, suggesting that coordination practices initiated by preschools may play a compensatory role for children. In addition, results suggest that direct meetings between Head Start and kindergarten teachers are predictive of higher language skills in kindergarten. Policy or Practice: Efforts by Head Start programs to coordinate with elementary schools may be particularly important for children's academic skills when their elementary schools are less engaged in transition practices. In addition, meeting in person and having a key person responsible for the kindergarten transition may be key ingredients to coordination that yields better outcomes for children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01