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Researching the transition to kindergarten for typically developing children: A literature review of current processes, practices, and programs

Resource Type: Literature Review
Author(s): Eckert, Tanya L.; McIntyre, Laura Lee; DiGennaro, Florence D.; Arbolino, Lauren A.; Perry, Lorraine J.; Begeny, John C.;
Date Issued: 2008
Publisher(s): Nova Science Publishers
Description: Although the importance of providing positive early childhood learning experiences has been well-documented, recent findings suggest that many typically developing children do not successfully transition to kindergarten. A number of school transition initiatives have been recommended to address the potential difficulties these children may experience as a result of entering kindergarten. For school psychologists practicing in the 21st century, the kindergarten year offers an opportunity to help children adjust to their new school environment. This chapter helps illuminate the importance of addressing this area in school settings as well as identifying new areas for research concerning this transition. Specifically, this chapter reviews the empirical literature on kindergarten transition programs for typically developing young children in terms of current processes, practices, and programs. Implications and recommendations for school psychology practice and future research efforts in the 21st century are delineated. (author abstract)
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Editor(s): Molina, David H.
Funder(s): National Science Foundation (U.S.)
Source: In D. H. Molina (Ed.), School psychology: 21st century issues and challenges (pp. 235-252). Hauppauge, NY: Nova Science Publishers. Retrieved from
Topics: Parent, School, & Community School Readiness/Child School Success & Performance > Transition To School
ISBN: 978-1-60456-521-8 : Unspecified
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