Continuity/Discontinuity between Home and Early Childhood Education Environments

Abstract

There is concern that early entry/early intervention programs in public schools be developmentally appropriate. This article argues that programs that are based on child development principles; employ familial uses of space, time, and language; and provide sharing of information about children's interests and abilities between the home and school are most appropriate for young children. Sources of continuity/discontinuity between home and school are identified. Suggestions are made for increasing continuity with appropriate environmental factors, while at the same time decreasing discontinuity between the home and school.