This guide will enable parents to support and advocate for their children during transitions. Contains training activities and hands-on action tools to help parents and staff work in partnership as children transition into and out of Early Head Start, Head Start, child care settings, and elementary schools. Transition addresses all the changes that occur as a child moves from one setting to another -- from home to a program, within a program, or between programs. This technical guide is designed to assist both parents and staff in developing skills that support the Head Start Program Performance Standards related to transitions. It encourages active learning interaction and partnering through guided hands-on activities and tools based upon real life transition situations. Ill.

Intended to enable parents to support and advocate for their children during transitions, this guide contains training activities and hands-on action tools to help parents and staff work in partnership as children transition into and out of Early Head Start, Head Start, child care settings, and elementary schools. The guide is divided into three sections. The first section, "Users Guide," provides an introduction to the guide, including its purpose, expected outcomes, audience, performance standards, and organization. This section also provides an orientation session to explore the action tools in the guide as a resource for expanding their individual and program efforts to involve parents in transition activities. The second section, "Program and Parent Action Tools," includes nine action tools to help parents and staff understand transition, the key role parents play, and ways to implement the performance standards. These nine action tools are organized into three broad skill categories that enable parents to: (1) support each child; (2) build partnerships; and (3) strengthen advocacy skills. The third and final section of the guide addresses continuing professional development and guides staff and parents in expanding their skills by networking, joining organizations, and further researching the issue of parent involvement in transition. (SD)

This book presents a comprehensive overview of children’s transitions to kindergarten as well as proven strategies that promote their readiness. It presents theories and research to help understand children’s development during the early childhood years. It describes evidence-based interventions that support children in developmental areas essential to school success, including cognitive, social-emotional, and self-regulatory skills. Chapters review prekindergarten readiness programs designed to promote continuity of learning in anticipation of the higher grades and discuss transitional concerns of special populations, such as non-native speakers, children with visual and other disabilities, and children with common temperamental issues. The volume concludes with examples of larger-scale systemic approaches to supporting children’s development during the transition to kindergarten, describing a coherent system of early childhood education that promotes long-term development. Featured topics include: Consistency in children’s classroom experiences and implications for early childhood development. Changes in school readiness in U.S. kindergarteners. Effective transitions to kindergarten for low-income children. The transition into kindergarten for English language learners. The role of close teacher-child relationships during the transition into kindergarten. Children’s temperament and its effect on their kindergarten transitions. Kindergarten Transition and Readiness is a must-have resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, educational psychology, social work, special education, and early childhood education.

Intended to enable parents to support and advocate for their children during transitions, this guide contains training activities and hands-on action tools to help parents and staff work in partnership as children transition into and out of Early Head Start, Head Start, child care settings, and elementary schools. The guide is divided into three sections. The first section, "Users Guide," provides an introduction to the guide, including its purpose, expected outcomes, audience, performance standards, and organization. This section also provides an orientation session to explore the action tools in the guide as a resource for expanding their individual and program efforts to involve parents in transition activities. The second section, "Program and Parent Action Tools," includes nine action tools to help parents and staff understand transition, the key role parents play, and ways to implement the performance standards. These nine action tools are organized into three broad skill categories that enable parents to: (1) support each child; (2) build partnerships; and (3) strengthen advocacy skills. The third and final section of the guide addresses continuing professional development and guides staff and parents in expanding their skills by networking, joining organizations, and further researching the issue of parent involvement in transition. (SD)