The Transition to Kindergarten for Children with and without Disabilities: An Investigation of Parent and Teacher Concerns and Involvement

Autor/inn/en	Welchons, Leah Wildenger; McIntyre, Laura Lee
Titel	The Transition to Kindergarten for Children with and without Disabilities: An Investigation of Parent and Teacher Concerns and Involvement
Quelle	In: Topics in Early Childhood Special Education, 35 (2015) 1, S.52-62 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121414523141
Schlagwörter	Kindergarten; Young Children; Preschool Teachers; Transitional Programs; Family Involvement; Student Behavior; Preschool Education; Teacher Attitudes; Child Caregivers; Demography; Measures (Individuals); Statistical Analysis; Correlation; Questionnaires; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; Lehrerverhalten; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Demografie; Messdaten; Statistische Analyse; Korrelation; Fragebogen
Abstract	The transition to kindergarten is regarded as a critical early childhood developmental milestone with important implications for later school outcomes. Despite its importance, few empirical studies examine kindergarten transition and fewer examine transition from the perspective of multiple stakeholders. The goal of the current study was to explore family and teacher concerns and involvement in transition practices among both children who were typically developing (TD; n = 52) and children with developmental delays and disabilities (DD; n = 52). Data collection involved parent, preschool teacher, and kindergarten teacher reports of concerns and involvement in transition and parent and preschool teacher reports of child behavior. Results showed that involvement of families and preschool teachers, but not kindergarten teachers, was higher for children with DD than children who were TD. In addition, preschool teachers, but not kindergarten teachers or families, were found to have higher involvement for children with poorer socio-behavioral competencies. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01