Understanding Cross-Systems Transitions from Head Start to Kindergarten: A Review of the Knowledge Base and a Theory of Change. OPRE Report 2021-128

Autor/inn/en	Ehrlich, Stacy B.; Cook, Kyle DeMeo; Thomson, Dana; Kauerz, Kristie; Barrows, Mitchell R.; Halle, Tamara; Gordon, Molly F.; Soli, Margaret; Schaper, Andrew; Her, Sarah; Guerra, Gabriella
Institution	Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE); NORC at the University of Chicago; Child Trends
Titel	Understanding Cross-Systems Transitions from Head Start to Kindergarten: A Review of the Knowledge Base and a Theory of Change. OPRE Report 2021-128
Quelle	(2021), (130 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Kindergarten; Developmental Continuity; Coordination; Student Needs; Educational Strategies; Barriers; Preschool Teachers; Faculty Development; Educational Policy; Alignment (Education); Educational Administration; Educational Legislation; Elementary Secondary Education; Federal Legislation; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Entwicklungsprozess; Koordination; Lehrstrategie; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Politics of education; Bildungspolitik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsrecht; Schulgesetz; Bundesrecht; Benachteiligter Jugendlicher
Abstract	Transitions between two educational settings can bring about new experiences and expectations for children and their families. In the early care and education (ECE) context, when children transition from Head Start to kindergarten, they are confronted with different places, people, activities, and relationships. This transition also occurs between two distinct educational systems, with differing and often contradictory governance structures, philosophies, and accountability metrics. To date, much of what is known about supporting children's transition to kindergarten narrowly attends to practices provided by ECE programs and kindergarten teachers, with little attention to the organizational conditions that support or hinder those practices. To promote ongoing learning and build upon early successes fostered by Head Start, both ECE providers and K-12 local education agencies (LEAs) must consider each other's roles and coordinate their efforts through alignment of transition goals, approaches, and practices. This report summarizes a review of the literature, highlights key informant perspectives, and presents a theory of change for transition strategies and coordinated transition practices intended to support teachers, families, and children moving between systems. [This report was prepared with the National P-3 Center.] (ERIC).
Anmerkungen	Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01