2006 childcare and early years providers surveys: Overview report
A comparison of characteristics--including characteristics of children served, provider income, and staff size, wages, recruitment, qualifications, and training--of child care and early education provider organizations in eight sectors--family child care providers, out-of-school time providers, full-day care providers, part-day providers, Sure Start children's centers, preschools, primary schools with transition classes for four- and five-year-old children but not preschool classes, and primary schools with both preschool and transition classes--in the United Kingdom
Reports & Papers
2006 childcare and early years providers surveys: Primary schools with nursery and reception classes
A study of characteristics of primary schools in the United Kingdom offering reception classes, education for four- and five-year-old children transitioning to primary school, and preschool classes, including characteristics of children served by these classes and staff size, wages, recruitment and retention, qualifications, and training
Reports & Papers
2006 childcare and early years providers surveys: Primary schools with reception but no nursery classes
A study of characteristics of primary schools in the United Kingdom offering reception classes, education for four- and five-year-old children transitioning to primary school, but not preschool classes, including characteristics of children in reception classes and reception class staff size, wages, recruitment and retention, qualifications, and training
Reports & Papers
Achievement in the first 2 years of school: Patterns and processes
A study of the influence of home and school factors on adaptation to school, using data from the Beginning School Study conducted in Baltimore in 1982
Reports & Papers
Action research to address the transition from kindergarten to primary school: Children's authentic learning, construction play, and pretend play
An identification of transition issues of concern to both parents and their children who were transitioning from kindergarten to first grade, based on data from 10 parents and their 5 children in a suburban kindergarten in Singapore who had graduated, an action research project on the development of a learning experience to prepare children to purchase food at the primary school cafeteria where they were transitioning to, and an account of an action plan to implement the project that included a field trip to the primary school where they purchased food in the cafeteria, based on data from 14 5- to 6-year-old children and their 11 parents
Reports & Papers
Adjustment difficulties in preschool education: Greek educators' aspects
An investigation into views of early childhood educators on children’s adjustment to preschool, based on a survey of 100 teachers in Thessaloniki, Greece
Reports & Papers
After preschool inclusion: Children's educational pathways over the early school years
A longitudinal interview-based study of factors influencing families' decisions to place young children with disabilities in inclusion programs
Reports & Papers
Alignment: A missing link in early childhood transitions?
An exploration of the role of complementary curricula in facilitating children’s transition between prekindergarten and kindergarten, based on an analysis of curricula from prekindergarten and kindergarten programs in four communities
Reports & Papers
Approaches to learning in kindergarten: Associations with child and family background variables
An analysis of the relationship between socio-demographic characteristics of kindergarteners, such as race, ethnicity, poverty status, maternal education and child care experience, and the way young children approach learning, using data from the Early Childhood Longitudinal Study, Kindergarten class of 1998-99
Reports & Papers
Assessing changes in socioemotional adjustment across early school transitions: New national scales for children at risk
This article reports the development and evidence for validity and application of the Adjustment Scales for Early Transition in Schooling (ASETS). Based on primary analyses of data from the Head Start Impact Study, a nationally representative sample (N=3077) of randomly selected children from low-income households is configured to inform developmental-transitional stability and change in socioemotional adjustment. Longitudinal exploratory and confirmatory factor analysis of the ASETS revealed behavioral dimensions of Aggression, Attention Seeking, Reticence/Withdrawal, Low Energy, and higher-order dimensions of Overactivity and Underactivity. Each dimension was vertically equated through IRT, with Bayesian scoring across 2 years of prekindergarten, kindergarten, and 1st grade. Multilevel modeling provides evidence for concurrent validity, assessment of future risk, and detection of differential growth trajectories across the 4 years of early school transition. (author abstract)
Reports & Papers
At what age should children enter kindergarten?: A question for policy makers and parents
A review of findings of research on the effects of school entrance age on academic achievement
Fact Sheets & Briefs
Beginning school for children at risk
A review of why the transition to school is considered an important period for scientific inquiry, educational improvement, and societal concern
Other
Beliefs and expectations of parents, prior-to-school educators and school teachers as children start school: An Australian perspective
A study commissioned by Australia’s Starting School Research Project of what various stakeholders see as important in children’s transition to school; 284 parents, school teachers, and preschool educators were given a 20 statement questionnaire intended to summarize beliefs and expectations about children starting schools
Reports & Papers
Beyond the preschool years: Children's perceptions about starting kindergarten
An investigation of preschool children's perceptions about transitions to kindergarten, based on data from focus group discussions with 33 3- and 4-year-old children in Canada
Reports & Papers
Building the bridges: Early intervention to school
A study on the transition between preschool and school programs from a teacher’s perspective, focusing on early intervention programs for special needs children in New South Wales, Australia
Other
Changes in children's cognitive development at the start of school in England 2000-2006
A longitudinal assessment of the cognitive development of children entering school, based on a sample of children from 124 preschools in England assessed at the start of each school year from 2001 through 2006
Reports & Papers
Changing schools for changing families
A review of why the transition to school is considered an important period for scientific inquiry, educational improvement, and societal concern
Other
A child outcome framework for the early childhood transition process
An overview of a conceptual framework for facilitating the transitions of special needs children from Part C interventions to preschool and from preschool to kindergarten
Fact Sheets & Briefs
Children born in 2001: First results from the base year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
Selected findings from the first year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), including descriptive information about child and family characteristics, children’s skills and first experiences in child care, and children's fathers
Reports & Papers
Children's classroom peer relationships and early school attitudes: Concurrent and longitudinal associations
An investigation of the link between children's school attitudes near the beginning of kindergarten and their experiences and perceptions of classroom peer relationships, based on a sample of 102 children in two midwestern communities
Reports & Papers
Children's collective activities and peer culture in early literacy in American and Italian preschools
An observational examination of Italian and American preschool children's spontaneous literacy activities and early literacy awareness and a study of the Italian children's transition from early to advanced literacy activities as they move from preschool to elementary school
Reports & Papers
Children's communication and socialization skills by types of early childhood experiences
An investigation of the relation between experiences in different early childhood settings and children's social development, based on a sample of 244 kindergarteners from a suburb of the Dallas and Fort Worth metropolitan areas in Texas
Reports & Papers
Children's daily routines during kindergarten transition
A study of daily home routines in a sample of 132 urban households at the time of the children's transitions from early childhood education programs to kindergarten
Reports & Papers
Children's readiness for kindergarten in San Francisco: Results of the fall 2007 assessment in San Francisco Unified School District: Comprehensive report
A study in San Francisco of: children's characteristics, skills, and readiness at kindergarten entry; family and early childhood education factors associated with readiness; children's transitions to kindergarten; and kindergarten teacher and classroom characteristics, all based on parent surveys and kindergarten teacher child assessments and surveys in a random sample of schools and classrooms
Reports & Papers
Children's readiness for kindergarten in San Francisco: Results of the fall 2007 assessment in San Francisco Unified School District: Executive summary
A summary of a study in San Francisco of: children's characteristics, skills, and readiness at kindergarten entry; family and early childhood education factors associated with readiness; children's transitions to kindergarten; and kindergarten teacher and classroom characteristics, all based on parent surveys and kindergarten teacher child assessments and surveys in a random sample of schools and classrooms
Executive Summary
