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While this is a question some families are asking and a thoughtful piece, the larger question we all should be asking is “How Can We Better Support the Transition to Kindergarten this Year?” A thread 1/n https://www.nytimes.com/2020/07/23/parenting/school-opening-kindergarten-coronavirus.html
As an education researcher studying the transition to kindergarten AND a parent of a five-year-old, these issues are uniquely personal this year. While we need new ways to support the transition, there are evidence-based strategies that we can draw upon.
#ECE, elementary schools and districts, teachers and families are all facing tremendous stress this year as programs close, budgets get cut and complicated plans for reopening are in flux. BUT, the transition for our kindergartners must be part of these plans.
My research and others have found that children have more successful transitions when the adults in their lives are connected with one another.
When first year teachers have information from children’s prior #ECE setting—about programming and the specific child- children have better adjustment, academic skills, and social-emotional skills in the first year of school. Findings from the US and internationally.
My paper with @Eric_Dearing and @henrikhd details these findings in Norway. https://ijccep.springeropen.com/articles/10.1186/s40723-017-0039-5
In work with Rebekah Levine Coley @bclynchschool we found that when Head Start programs met with kindergarten teachers, children had higher language skills in kindergarten. https://www.tandfonline.com/doi/full/10.1080/10409289.2019.1656318#.Xx8eCD6-IBs.twitter
Related mixed methods work details supports that Head Start programs provide for their children and families going off to kindergarten. Full text link for our new paper that came online last week.
https://link.springer.com/epdf/10.1007/s10643-020-01085-x?sharing_token=6Ih7ioUUvex_kpPU5efSzfe4RwlQNchNByi7wbcMAY6uIJV_oIeTspGBd9EebK9q93K_gpEQo-AtLNUpRGXq9MuCWNR-rMDJTKfaUlYhnosKgiyC9K_KswkgoH5pvlvpHE4kyPa9MML-3hx9hMji8u5bkP1_z1nUgH01mWAqBiY%3D
https://link.springer.com/epdf/10.1007/s10643-020-01085-x?sharing_token=6Ih7ioUUvex_kpPU5efSzfe4RwlQNchNByi7wbcMAY6uIJV_oIeTspGBd9EebK9q93K_gpEQo-AtLNUpRGXq9MuCWNR-rMDJTKfaUlYhnosKgiyC9K_KswkgoH5pvlvpHE4kyPa9MML-3hx9hMji8u5bkP1_z1nUgH01mWAqBiY%3D
Coordinated efforts also support families as #ECE programs can serve as a trusted bridge to the new school environment. But many of you are probably asking, “wait but isn’t it too late? Its already July and my preschool is closed, going out of business, etc?”
I am optimistic some of these coordinated #ECE and elementary efforts could still take place, but I am cognizant of the barriers right now.
So what can elementary schools and families do to better support the transition this year?
Transition practices by elementary schools such as parent orientations may to lead to better social/academic outcomes for children in kindergarten, suggesting that helping parents understand curriculum and how to support schoolwork can be beneficial.
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000139
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000139
Schools and teachers need to reach out to families as EARLY as possible this year. No waiting for a parent orientation in November that may not even happen.
Leaders can remove barriers such as waiting to assign children-teachers until right before school and supporting teachers to contact families earlier. Yes, I know there are union issues here that need to be overcome, but they are not impossible…
While many traditional transition events may be cancelled this year, teachers can focus on other ways of building relationships with children and their parents as soon as possible. For example, virtual home visits have the potential to build relationships.
Kindergarten teachers will need to understand the unique needs of each of their families as quickly as possible. For some families, this will mean direct supports for children, such as special education services.
For others comprehensive family supports, connections to food pantries and social services. And for all families, teachers will need to know whether and how virtual learning can take place at home if needed such as- internet and device access and adults who can help.
Home visits are generally the least used transition practices by elementary schools, likely due to the time and resources needed, but this year virtual home visits may be essential for building relationships and prove to be a safe, low cost option for schools.
Children who are entering kindergarten next school year will have faced unprecedented disruptions in their school and home lives in the preceding months, making it more important to get this transition right. Families will need strong connections with teachers.
There is no doubt that the transition to kindergarten will look different this year, and yes, some families may opt out. Yet, if connections across systems are prioritized and families are viewed as critical partners, we will be building best practices for the future.
For most of our nation’s kindergartners the question is not whether or not they should go, but will they be supported as they enter our physical or virtual classrooms.
I only linked to my own research here but there are lots of great researchers/advocates/educators/thinkers working on these topics (many not on twitter) who can add to this conversation. @Stacybehrlich @Eric_Dearing @DanaLThomson @kmpurtell @mhlittle312 @AmyEO
