Preschool to Kindergarten Transition Activities: Involvement and Satisfaction of Families and Teachers

Abstract

Abstract This paper describes a preschool to kindergarten transition project in which families and teachers participated as part of the National Center for Early Learning and Development's Kindergarten Transition Project. Over 80 high-risk children and families were followed from preschool through kindergarten. Family workers employed by the school system facilitated transition activities such as parent orientations, newsletters, and interactions with kindergarten teachers. Families and teachers were interviewed, and they completed questionnaires about their participation in and satisfaction with these activities. Results indicated that, when offered the opportunity, the vast majority of families participated in transition activities. Work schedules were the greatest barrier to families' participation. With respect to teachers, the majority of preschool teachers visited kindergarten classrooms with their preschool children. Although kindergarten teachers were involved in these visits, fewer kindergarten teachers reported participating in transition activities overall. Kindergarten teachers reported summer work not supported by salaries and class lists being generated too late as the greatest barriers to participating in transition activities. Results are discussed in relation to parent involvement with schools, and have implications for the implementation of transition plans in preschools and kindergartens.