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Bridging the Gap: Easing the Transition from Pre-K to Kindergarten. Policy Brief

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Title: Bridging the Gap: Easing the Transition from Pre-K to Kindergarten. Policy Brief
Language: English
Authors: Virginia Vitiello, Amanda Prokasky, Meghan McCormick, Iheoma U. Iruka, Kelly Purtell, Dana Ludvik, Early Learning Network at the University of Nebraska-Lincoln
Source: Early Learning Network - University of Nebraska-Lincoln. 2020.
Availability: Early Learning Network. University of Nebraska-Lincoln. 62 Carolyn Pope Edwards Hall, Lincoln, NE 68588-0235. Tel: 402-472-2448; e-mail: earlylearningnetwork@unl.edu; Web site: https://earlylearningnetwork.unl.edu/
Peer Reviewed: N
Page Count: 6
Publication Date: 2020
Sponsoring Agency: Institute of Education Sciences (ED)
Document Type: Reports - Evaluative
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Preschool Education
Descriptors: Kindergarten, School Readiness, Developmental Tasks, Educational Policy, Agency Cooperation, Governance, Preschool Education, Educational Experience, Alignment (Education), Student Adjustment, Decision Making, Stress Variables, Educational Practices, Teacher Student Relationship, Parent Teacher Cooperation
Abstract: A child's transition from pre-K to kindergarten is an important time. It builds the foundation for academic, behavioral and social-emotional skills, as well as positive family-school connections, for years to come. Starting kindergarten is also a big shift for many children, one that requires them to adjust rapidly to new routines and expectations. The nationwide Early Learning Network is studying children's transitions from publicly-funded pre-K into kindergarten in diverse communities, ranging from rural to urban locations; including coastal and central states; and representing children and families of diverse racial, ethnic and linguistic backgrounds. The results of this work show significant misalignment in the experiences children have in pre-K and kindergarten classrooms. Deep structural challenges produce these misalignments, including complex governance systems and lack of interagency collaboration. When parts of the educational system are misaligned, learning and development may be compromised. Policy changes, both large and small, can bring children's early experiences into greater alignment. Improved continuity as children move from pre-K into kindergarten may help ease stressful transitions and maintain the advantages children gain from pre-K. In this brief, the authors explore factors in pre-K and kindergarten that typically lack alignment and offer some ways program decision-makers can start bridging the gap.
Abstractor: ERIC
IES Funded: Yes
Entry Date: 2024
Accession Number: ED652237
Database: ERIC
FullText Text:
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  Data: Bridging the Gap: Easing the Transition from Pre-K to Kindergarten. Policy Brief
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  Data: <searchLink fieldCode="AR" term="%22Virginia+Vitiello%22">Virginia Vitiello</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Prokasky%22">Amanda Prokasky</searchLink><br /><searchLink fieldCode="AR" term="%22Meghan+McCormick%22">Meghan McCormick</searchLink><br /><searchLink fieldCode="AR" term="%22Iheoma+U%2E+Iruka%22">Iheoma U. Iruka</searchLink><br /><searchLink fieldCode="AR" term="%22Kelly+Purtell%22">Kelly Purtell</searchLink><br /><searchLink fieldCode="AR" term="%22Dana+Ludvik%22">Dana Ludvik</searchLink><br /><searchLink fieldCode="AR" term="%22Early+Learning+Network+at+the+University+of+Nebraska-Lincoln%22">Early Learning Network at the University of Nebraska-Lincoln</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Learning+Network+-+University+of+Nebraska-Lincoln%22"><i>Early Learning Network - University of Nebraska-Lincoln</i></searchLink>. 2020.
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  Data: Early Learning Network. University of Nebraska-Lincoln. 62 Carolyn Pope Edwards Hall, Lincoln, NE 68588-0235. Tel: 402-472-2448; e-mail: earlylearningnetwork@unl.edu; Web site: https://earlylearningnetwork.unl.edu/
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  Data: <searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Tasks%22">Developmental Tasks</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Agency+Cooperation%22">Agency Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Governance%22">Governance</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: A child's transition from pre-K to kindergarten is an important time. It builds the foundation for academic, behavioral and social-emotional skills, as well as positive family-school connections, for years to come. Starting kindergarten is also a big shift for many children, one that requires them to adjust rapidly to new routines and expectations. The nationwide Early Learning Network is studying children's transitions from publicly-funded pre-K into kindergarten in diverse communities, ranging from rural to urban locations; including coastal and central states; and representing children and families of diverse racial, ethnic and linguistic backgrounds. The results of this work show significant misalignment in the experiences children have in pre-K and kindergarten classrooms. Deep structural challenges produce these misalignments, including complex governance systems and lack of interagency collaboration. When parts of the educational system are misaligned, learning and development may be compromised. Policy changes, both large and small, can bring children's early experiences into greater alignment. Improved continuity as children move from pre-K into kindergarten may help ease stressful transitions and maintain the advantages children gain from pre-K. In this brief, the authors explore factors in pre-K and kindergarten that typically lack alignment and offer some ways program decision-makers can start bridging the gap.
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  Data: 2024
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED652237
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: Developmental Tasks
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      – SubjectFull: Educational Policy
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      – SubjectFull: Agency Cooperation
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      – SubjectFull: Preschool Education
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      – SubjectFull: Educational Experience
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      – SubjectFull: Alignment (Education)
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      – SubjectFull: Student Adjustment
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      – SubjectFull: Decision Making
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Parent Teacher Cooperation
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      – TitleFull: Bridging the Gap: Easing the Transition from Pre-K to Kindergarten. Policy Brief
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