Beyond Transition: Ensuring Continuity in Early Childhood Services. ERIC Digest.

Autor/in	Lombardi, Joan
Institution	ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Titel	Beyond Transition: Ensuring Continuity in Early Childhood Services. ERIC Digest.
Quelle	(1992), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ancillary School Services; Day Care; Developmental Continuity; Developmentally Appropriate Practices; Early Childhood Education; Educational Objectives; Family Programs; Health Programs; Kindergarten; Parent Participation; Parent School Relationship; Transitional Programs + Suchen Sie Ihr Suchwort? Tagespflege; Entwicklungsprozess; Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Family program; Familienprogramm; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	In the early childhood field, the word "transition" is used to describe the period of time that falls between two different types of activities, as well as the time periods in which children move from home to school, from school to after-school activities, from one activity to another within a preschool, or from preschool to kindergarten. Recently, there has been growing consensus that the key to effective services for young children is less through bridging the gap between different types of programs and more through ensuring continuity in certain key elements that characterize all good early childhood education. These key elements are: (1) developmentally appropriate practice that responds to the natural curiosity of young children, reaffirms a sense of self, promotes positive dispositions toward learning, and helps build increasingly complex skills in the use of language, problem solving, and cooperation; (2) involvement of parents with the schools as decision makers, volunteers, and staff, and ongoing communication between parents and teachers; and (3) health care, child care, and other supportive services for children and their families. These elements, which often characterize preschool programs, should continue into the early years of elementary school. This continuity, in and out of the classroom, will ensure continuous and effective services throughout the early years. Eleven references are cited. (AC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC