Content uploaded by Laurie Harper
Author content
All content in this area was uploaded by Laurie Harper on Jun 01, 2016
Content may be subject to copyright.
Supporting Young Children’s Transitions to School:
Recommendations for Families
Laurie J. Harper
1,
ÓSpringer Science+Business Media New York 2015
Abstract Transition refers to the process of change and
encompasses the events and experiences that occur when a
child moves from one setting to another. It also marks the
time when children are separated from a familiar routine
and environment and placed into an environment of
uncertainty, changing roles and expectations. Transitions
are important because children who experience continuity
with earlier educational experiences show increased moti-
vation, improved relationships with peers and adults, and
higher achievement. Recommendations outlined for chil-
dren and families include at school practices, at home
practices, increased advocacy for children, information
sharing, school tours, classroom visits, and on-going
communication between teachers and parents and among
family members.
Keywords Keywords transitions Starting school
Recommendations Family support Advocacy
It’s the beginning of a new school experience for Emma,
who will start her first day of kindergarten at her local
community school. A confident child in her preschool,
Emma wakes distressed, complains of a tummy ache, and
tells her mother she doesn’t want to go to school. Many
parents have experienced this scenario and can relate to the
nervous tummy their child may experience during the first
weeks of attending a new school. Many early childhood
educators have encountered similar scenes at the beginning
of a new school year in which children fearfully encounter
unfamiliar people, places, situations and tasks as they
transition to a new learning environment.
Background
Transition refers to the process of change that is experi-
enced when children move from one setting to another
(Fabian and Dunlop 2002) and change their role in the
community’s structure (Rogoff 2003). It is an interactive
process that occurs over time and includes all those events
and activities that occur during the change from one
environment to another (Dunlop and Fabian 2007). Tran-
sition encompasses the time between the points of aware-
ness that a transition is going to occur, to settling into the
new environment, to the time when the child is fully
established as a member of the new setting (Fabian and
Dunlop 2002).
A common transition for children is the transition from
home or a childcare setting to preschool or from preschool
to public school, either a kindergarten or first grade class-
room. Although preschool or kindergarten is a common
experience for young children in the United States, it is not a
uniform one. The pre-transition experiences of children and
their families are varied and diverse, and children differ in
their educational backgrounds and levels of preparation that
they bring to the school experience. In addition, the pro-
grams children attend differ widely in philosophy, cur-
riculum, structure, and practice. Early childhood education
programs, particularly public school kindergarten and first
grade programs, have become increasingly academic in
focus (Brostro
¨m2002; Elkind 2003) in response to legis-
lation and common core state standards, which endorse
higher curricular expectations among educators. This
increased academic focus makes the transition to public
&Laurie J. Harper
Laurie.harper@salve.edu
1
Salve Regina University, 100 Ochre Point Avenue, Newport,
RI 02840, USA
123
Early Childhood Educ J
DOI 10.1007/s10643-015-0752-z
school difficult for families and children, especially from
private school settings where curricula may not be man-
dated by common core state standards.
In addition to early schooling experiences, transitions
are influenced by socio-cultural ideas of childhood, aca-
demic expectations, and parental expectations (Fabian and
Dunlop 2002; Dunlop and Fabian 2007). Socio-economic,
temperamental, and personal competencies may also be
factors associated with transitions (Yeboah 2002). Chil-
dren’s transition experiences are shaped by their own
individual experiences, but also by cumulative family
transition experiences as well. Transitions are embedded
with in the social contexts of home and school and enacted
through relationships and interactions over time (Skouteris
et al. 2012).
Entrance into formal schooling marks a significant
change in the ways a child participates in their family and
community (Bohan-Baker and Little 2002). Griebel and
Niesel (2003) describe changes happening at three levels as
children start school: the individual level, as children adopt
the identity of a student; the interactive level, as children’s
existing relationships change and new relationships
develop; and the contextual level, where the environments
of home and school intersect. These changes constitute a
change in educational experiences and philosophies for
young children and their families. So do the expectations of
others, the patterns of interactions, and the relationships
around and including children (Einarsdottir et al. 2008).
The emotional journey a child faces during transition is
significant and will to some degree yield stress and dis-
comfort when the child is placed into an unfamiliar setting
(Bell-Booth et al. 2014; Kennedy et al. 2012). The transi-
tion experience for a typically developing child may
include a loss of attachment to familiar people, friends,
environment, and objects within that environment; a
decrease in a sense of belonging, role and identity uncer-
tainty; a feeling of being devalued; uncertainty about the
future (Kennedy et al. 2012); and a perceived loss of voice,
control and uniqueness (Harper 2005). During these tran-
sitions children must cope with many new demands
including disparate educational structures, processes, and
curricula (Sink et al. 2007). When children begin school,
they identify with new peers and teachers and adopt new
reference groups and classmates as they assume new roles
as students. As new students, children embrace new aca-
demic challenges such as learning to read; develop new
academic standards by which to judge themselves and
others, often based on school norms; and learn new school
and teacher expectations, such as the rules which govern
acceptable classroom behavior (Dunlop and Fabian 2007).
Preparing children for successful transition to school is a
national priority, yet the degree to which parents are
involved in the transition to school planning process is
rarely considered. Research suggests that nearly half of
typically developing children experience difficulty with the
transition to school in the absence of any significant risk
factors (Rimm-Kaufman and Pianta 2000). Children with
special needs are at an even greater risk for successful
transition. Areas of concern during transition most often
cited by families are socio-behavioral in nature, including
getting used to a new school (structure, routines and peo-
ple), following directions, and behavior problems; infor-
mation about their child’s teacher; and the school program.
Additionally, parents express a need to play a larger role in
transition preparation and a desire for more information
regarding strategies that they could engage into help pre-
pare their child for formal school (Rimm-Kaufman and
Pianta 2000). In a similar study (McIntyre et al. 2007)
which examined the experiences and involvement of par-
ents in their child’s transition to kindergarten, comparable
findings were reported. Many parents indicated that more
information was desirable regarding what the family
should have been doing to prepare for the transition,
kindergarten readiness and academic and behavioral
expectations (McIntyre et al. 2007). These results suggests
that parents do not fully understand school or teacher
expectations, and that the majority of parents want detailed
information about what they could do to help prepare their
children for school; that is they want to be an active part of
the transition planning process.
Transition to school is an important developmental
milestone for young children and considered as a ‘‘sensi-
tive period’’ necessary for later school success (Rimm-
Kaufman and Pianta 2000). During transition, children
acquire basic skills and understandings that serve as the
foundation for further learning. Children’s first contact
with the public educational system sets the tone for how
they will experience school as an arena for learning and
social development (Kienig 2002; Nelson 2004), and as
members of their communities in the future (Bertram and
Pascal 2002; Paro et al. 2000a,2000b).
For both children and parents, early transitions set the
stage for all future transitions by setting the tone and
direction of a child’s school career (Pianta and Kraft-Sayre
2005), and developing a sense of place for parents in the
educational community and system (Deitz and Warkala
1993). A sense of belonging to the school community
contributes to how well children and families adjust
(Dockett and Perry 2003,2005). Kagan and Neuman
(1999) suggest that children, who had difficult transitions,
will have difficulties in school adjustment, making friends,
and may have additional health and emotional problems. If
children make successful transitions to school, they are
likely to experience academic success throughout their
primary school years (Fabian 2003; Yeboah 2002) as well
as success later in life (Brostro
¨m2003).
Early Childhood Educ J
123
Transitions can be seen as a normative process since all
children must experience them several times throughout
their lives. During transitions children may experience
discontinuity. Sanchez and Thorpe (1998) suggest that
discontinuity is not something to be avoided, provided that
appropriate scaffolding is given to children. Children can
learn how to cope with the feelings they may have, and
how to develop effective strategies to deal with new or
stressful situations.
Recommendations
This article offers recommendations for children and
families based on my 25 years of experience as an early
childhood educator, and as an outcome of my research on
school transition. My research documented the expecta-
tions, perspectives, and concerns of children and parents
during the transition from a University kindergarten pro-
gram to a public school first grade. Areas of concern voiced
by children and families were identified through interviews
conducted with children and parents prior to the transition
and during the transition to public school. Common con-
cerns reported by children and their parents prior to and
during the transition included fears about establishing new
friendships and relationships with peers, the increased size
and structure of the new school, classroom rules and rou-
tines, and the disposition and demands of a new teacher
(Harper 2005). To assist early childhood professionals in
their collaboration with families, I make practical recom-
mendations for children and families in the following
pages. These recommendations may alleviate stress and
anxiety in children and families, and assist teachers in
guiding families as they prepare their child for the transi-
tion to school.
Families
The transition to school begins before a child enters the
classroom. In fact, parents and other family members may
set the transition process in motion long before a child
enters school. Parents’ assumptions, perceptions, and
expectations, as well as their hopes and fears influence how
a child perceives the transition to school. Family members
send strong messages, both verbal and non-verbal, about
transition and school in general. Securing that children are
prepared to start school ready to succeed is an essential part
of preparing families for the transition (Dockett and Perry
2013). Research has shown that how a family views tran-
sition, coupled with the type and amount of support pro-
vided to a child, influences how the child adjusts to new
situations (Fabian and Dunlop 2002). Even when children
have attended prior-to-school settings, the transition to
school involves adjustment by the whole family including
altered schedules, changing expectations and potentially
stressful new demands for everyone (Decaro and Worth-
man 2011). Yet, many families feel underprepared for the
transition (Wildenger and McIntyre 2011). Families can
take many pro-active steps prior to school entry to prepare
and support a child in the transition to school. Since a
major factor in successful transitions for young children is
advance preparation for the event, at school as well as at
home practices are suggested. These child and family
centered activities are designed to assist families and
childcare providers as they prepare children for important
transitions to preschool and primary school.
At School Practices
At school practices are those actions that take place at the
new school prior to the beginning of school entry. They
introduce children to the new environment in gradual
progression from the outside of the school to the inside and
can be achieved during a single visit or multiple visits. To
ease transition for children recommended at school prac-
tices include: (a) explore the school grounds, (b) visit the
teacher and classroom, and (c) tour key components of the
school.
Explore the School Grounds
Families can explore the parameters of the school grounds
and points of interest with their child. Points of interest for
children typically include the bus drop-off and pick up
points, school entrances, parking lots, athletic fields, recess
areas and the playground. Familiarizing children with the
school grounds and the locations of key elements alleviates
stress about the increased size of the school grounds.
Repeated trips to the playground will ensure that young
children know what equipment is available to play with,
and how to use it safely, thus instilling a sense of famil-
iarity and belonging to the school. Children may also gain
exposure to other children who may be experiencing sim-
ilar transitions. This may provide an opportunity for a child
to socialize, meet potential classmates and possibly make
new friends.
Visit the Teacher and Classroom
The first time a child meets the teacher and enters the new
classroom is likely to have a great impact on the child’s
future schooling. Visiting the teacher and the classroom
before the school year begins is another proactive strategy
that will alleviate stress related to the unknowns for chil-
dren and families. Meeting the teacher privately can reduce
tension related to a child’s concerns (what will my new
Early Childhood Educ J
123
teacher look like, is she nice, and will she like me?) and a
parent’s concerns (who is my child’s new teacher, is she
qualified, will she like my child?). This is an opportune
time for families to ask questions about school and class-
room expectations, seek clarification, and gather informa-
tion concerning a child’s transition to a new learning
environment. Seeing the classroom can facilitate a child’s
familiarity with the organization and details of the class-
room, such as the locations of the sink, bathroom, water
fountains, closets and cubbies and other important class-
room features. This sense of knowing the teacher and
classroom structure will enhance a sense of security, safety,
and belonging in a transitioning child. Parents may wish to
schedule a formal conference with the new teacher to pri-
vately discuss concerns related to their child’s transition
such as cultural or language differences.
Tour Key Components of the School
After visiting the teacher and classroom, families should
ask to tour the rest of the school building. Children will
want to see and establish a sense of the size, complexity,
and location of the cafeteria, library, computer lab, gym-
nasium, music, and art classrooms. In addition, families
can help a transitioning child find the most direct routes to
the classroom, bathroom, main office and Nurse’s office.
This tour should help to alleviate fears and anxieties about
the structure and locations of important school areas.
At Home Practices
To ease transition for children recommended at home
practices include: (a) schedule play experiences; (b) engage
children in family discussions (especially the route and
mode of transportation to school and school and teacher
expectations); (c) establish a support system; (d) practice
rules, routines, and schedules; and (e) become an advocate
for children.
Schedule Play Experiences
Prior to school entry, children should have plenty of
diverse social experiences with children such as play dates
or regular involvement with sports or interest groups.
These experiences build children’s social competencies
necessary to establish new friendships and relationships
with peers, as well as expose them to a variety of diverse
children, adults, family structures, and cultures.
Social competencies help pave the way for children to
establish friendships and relationships with other children
(Griebel and Niesel 2003). Research on young children’s
adjustment to new school situations shows that children
who are able to make smooth transitions share several
important abilities (Love et al. 1992), they are able to
(a) interact with peers in a positive and cooperative man-
ner, (b) engage in make-believe play involving cooperative
roles, (c) enter into other children’s play successfully,
(d) speak to peers directly, (e) focus their attention on
others in group situations, and (f) respond to the initiations
of others.
Engage Children in Family Discussions
The unknown causes anxiety in most people, including
children. Open the door for children to regularly express
their concerns through family discussions about an antici-
pated transition including their expectations, their fears and
related unknowns. Common fears typically experienced by
children prior to starting school include the details of how
they will get to school and back home, as well as school
rules and teacher expectations. Making time to explore
your child’s thoughts on these two points may alleviate a
child’s anxiety and provide some reassurance in advance of
a transition.
Discuss the Route and Mode of Transportation to School
Families should review the route to school and mode of
transportation being used with their child several times
prior to a child’s first day of school. Creating a map to
illustrate the route from a child’s home to the child’s school
is an excellent, interactive activity that may spark trans-
portation related conversation while alleviating a child’s
underlying fears about the unknown. To provide the child
reassurance and support, families can engage a child in a
conversation that illuminates this route and then drive the
route together, asking the child to be the co-navigator.
Family members can point out landmarks along the route
while timing how long it takes to arrive at school from
home. If the child is going to be dropped off somewhere
other than home after school, this information could be
discussed as well. Engaging in this type of activity will
reassure everyone that the child knows the way to all of the
possible pick up and drop off sites, including day care,
school, and back home, thus alleviating any associated
stress.
Illuminate School and Teacher Expectations
After touring the school, visiting the new classroom, and
gaining pertinent information regarding classroom rules
and school policies, families can read about and reinforce
school policies, teacher expectations, and classroom rules
and procedures. A student handbook should be available
from the child’s teacher or principal. The student handbook
will state and explain the school’s mission, policies, rules
Early Childhood Educ J
123
of conduct, and the educational rights of students and their
parents. In many cases, both students and parents are
required to sign a statement indicating that they have read,
discussed and understand the components outlined with the
handbook and agree to abide by it.
The uncertainty that children face during the transition
to school may be linked to social acceptance by peers and
teachers, accepting and conforming to the demands of
classroom routine and organization, the physical restraints
of the classroom, and unrealistic expectations of the child
(Renwick 1984). Children may become anxious because
they don’t want to get into trouble, and they do not know
what is expected of them. It is not uncommon for a child
to be frightened about breaking the rules because they
don’t completely understand the context of the rules or the
rules themselves. Additionally, young children typically
lack a thorough understanding and knowledge of time.
This may perpetuate uncertainty about being at the right
place at the right time leading to further anxiety. By
engaging children in family discussions, parents can
provide opportunities for children to express their con-
cerns and work to overcome them in the early stages of
transition.
Establish a Support System
If children are concerned about specific issues, supportive
relationships can provide a context in which these concerns
can be communicated. Talk to your child about who they
can rely on to talk about school challenges and triumphs
both at school and at home. While a child may commonly
look to parents first for support, help your child understand
that support can come from many other people too,
including other family members or support staff at the
school. Helping children to establish a support system will
alleviate concerns about what to do if a child needs help
and where to go for support should the need arise. A suc-
cessful transition to school rests largely on the establish-
ment of positive and supportive relationships (Dockett and
Perry 2001) and a contributing factor to children’s school
readiness (Langford 2010).
Establish and Practice Rules, Routines, and Schedules
Children’s experiences at home influence their preparation
for, transition to and engagement in school. Research
suggests that the resources provided at home (Kiernan and
Mensah 2011), home routines (Wildenger et al. 2008) and
the nature of the home learning environment are strong
predictors of educational and behavioral outcomes for
children during the primary school years (Melhuish et al.
2008). Perhaps most importantly, families can establish
and practice rules, routines, and schedules with their child
prior to the start of school. Although most children tran-
sitioning to school have regular routines, a recent study
(Wildenger et al. 2008) found that a significant portion of
children may lack predictable, organized schedules during
this important period of adjustment. To help a child adjust
to school rules and routines, families can identify, estab-
lish, and practice school related routines at home. Routines
may include hanging coats and backpacks in the same
place each day, selecting and placing clothes out before
going to sleep at night and reading together each night.
Specific opportunities to discuss an approaching transition
may arise from reading picture storybooks about the tran-
sition to school. Many local libraries have lists devoted to
the ‘‘first day of school’’ to help spark discussions between
children and families. These routines will carry over into
the school routine, reduce anxiety and stress, and smooth
the transition for children and their families.
Adjusting and maintaining a child’s activity schedule at
home 2 weeks prior to school entry may enhance a smooth
transition for both children and parents. Bedtimes may be
adjusted, practiced, and maintained. Wake-up times and
breakfast routines may also be established and practiced in
the days prior to school entry. Adhering to these schedules
will prepare children for the transition to school, making it
smoother for all concerned.
Become an Advocate
In addition to sharing what they know about their child
with teachers, communicating regularly with their child’s
teacher, and staying involved with their child’s school,
families can become advocates for children. They can hold
schools accountable for what they say they do in their
mission statements. Parents can become aware of their
child’s educational rights and school policies, network with
other parents, or become involved in local campaigns, state
issues or federal policies. Families can alleviate anxiety
and stress thereby smoothing transitions by becoming
effective advocates for their children and others in the
process.
Entrance to a new school can be a time of dramatic
change for parents as well as children and other family
members. Concerns about separation from their child, the
safety and care aspects of the new setting, and the fre-
quency of communication provided by new teachers,
combined with cultural or language concerns may cause
anxiety in some parents. This anxiety can easily be trans-
mitted indirectly to a child. However, families can take a
proactive stance and help children develop strategies for
approaching new environments and situations, cope with
change, and solve problems prior to school entry, thus
assisting them in building a strong foundation for their
educational future.
Early Childhood Educ J
123
Conclusion
In sum, the transition to school is a period of change and
adjustment for children, parents and family members and
is generally associated with stress, excitement and
enjoyment. While transitions can be viewed as exciting
learning opportunities, there are risks for children who
experience difficult transitions. Given the abrupt change in
environment, roles, and relationships children often
experience significant challenges during the transition
process. These may include behavioral, cognitive, social-
emotional, and physical concerns. Families can take
proactive steps to insure that their child’s transition is
smooth and successful.
References
Bell-Booth, R., Staton, S., & Thorpe, K. (2014). Getting there, being
there, staying and belonging: A case study of two indigenous
Austrailian children’s transition to school. Children and Society,
28(1), 15–29.
Bertram, T., & Pascal, C. (2002). Early years education: An
international perspective. London: Qualifications and Curricu-
lum Authority [QCA].
Bohan-Baker, M., & Little, P. (2002). The transition to kindergarten:
A review of current research and promising practices to involve
families. Retrieved June 6, 2010, from Harvard University,
Harvard Family Research Project Website: www.gse.harvard.
edu/hfrp/content/projects/fine/resources/research/bohan.pdf.
Brostro
¨m, S. (2002). Communication and continuity in the transition
from kindergarten to school. In H. Fabian & A. Dunlop (Eds.),
Transitions in the early years (pp. 52–63). New York:
RoutledgeFalmer.
Brostro
¨m, S. (2003). Problems and barriers in children’s learning
when they transit from kindergarten to kindergarten class in
school. European Early Childhood Education Research Journal
[Monograph], 1, 51–65.
DeCaro, J. A., & Worthman, C. M. (2011). Changing family routines
at Kindergarten entry predict biomarkers of parental stress.
International Journal of Behavioral Development, 35(5),
441–448.
Deitz, S., & Warkala, C. (1993). Transitions: Preparing families of
preschoolers for ‘marathon skills’. ReView, 25(1), 5–12.
Dockett, S., & Perry, B. (2001). Beginning school together: Sharing
strengths. Canberra: Australian Early Childhood Association.
Dockett, S., & Perry, B. (2003). The transition to school: What’s
important? Educational Leadership, 60(7), 30–33.
Dockett, S., & Perry, B. (2005). Researching with children: Insights
from the Starting School research project. Early Childhood
Development and Care, 175(6), 507–521.
Dockett, S., & Perry, B. (2013). Trends and tensions: Australian and
international research and starting school. International Journal
of Early Years Education, 21(2), 163–177.
Dunlop, A. W., & Fabian, H. (2007). Informing transition in the early
years: Research, policy and practice. Berkshire, England:
Maidenhead Open University Press.
Einarsdottir, J., Perry, B., & Dockett, S. (2008). Transition to school
practices: Comparisons from Iceland and Australia. Early Years,
28(1), 47–60.
Elkind, D. (2003). The first grade challenge: Transition stress. Child
Care Information Exchange, 154(1), 42–43.
Fabian, H. (2003). Young children changing schools: Disruption or
opportunity? European Early Childhood Education Research
Journal [Monograph], 1, 99–107.
Fabian, H., & Dunlop, A. (2002). Transitions in the early years. New
York: RoutledgeFalmer.
Griebel, W., & Niesel, R. (2003). Successful transitions: Social
competencies help pave the way into kindergarten and school.
European Early Childhood Education Research Journal [Mono-
graph], 1, 25–33.
Harper, L. J. (2005). Transition voices: Perspectives, concerns, and
discontinuities expressed by children, parents and teachers as
children transition from a university-affiliated kindergarten to a
public school first grade. Unpublished doctoral dissertation,
University of New Hampshire.
Kagan, S., & Neuman, M. (1999). Lessons from three decades of
transition research. The Elementary School Journal, 98(4),
365–380.
Kennedy, E., Cameraon, R. J., & Green, J. (2012). Transitions in the
early years: Educational and child psychologists working to
reduce the impact of school culture shock. Educational and
Child Psychology, 29(1), 19–31.
Kienig, A. (2002). The importance of social adjustment for future
success. In H. Fabian & A. Dunlop (Eds.), Transitions in the
early years (pp. 23–37). London: RoutledgeFalmer.
Kiernan, K. E., & Mensah, F. K. (2011). Poverty, family resources
and children’s early educational attainment: The mediating role
of parenting. British Educational Research Journal, 37(2),
317–336.
La Paro, K., Pianta, R., & Cox, M. (2000a). Kindergarten teachers’
reported use of kindergarten to first grade transition practices.
The Elementary School Journal, 101(1), 63–78.
La Paro, K., Pianta, R., & Cox, M. (2000b). Teachers’ reported
transition practices for children transitioning into kindergarten
and first grade. Exceptional Children, 67(1), 7–20.
Langford, J. (2010). Families and transitions. In S. L. Kagan & K.
Tarrant (Eds.), Transitions for young children (Vol. 20,
pp. 185–209). Baltimore, MD: Paul H. Brookes.
Love, J., Logue, M., Trudeau, J., & Thayer, K. (1992). Transitions to
kindergarten in American schools: Final report of the National
Transition Study. Washington, DC: US Department of
Education.
McIntyre, L. L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., &
Wildenger, L. K. (2007). The transition to kindergarten: Family
experiences and involvement. Early Childhood Education Jour-
nal, 35(1), 83–88.
Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart,
B., & Phan, M. (2008). Effects of the home-learning environ-
ment and preschool centre experiences upon literacy and
numeracy development in the early primary school. Journal of
Social Issues, 64, 157–188.
Nelson, R. (2004). The transition to kindergarten. Early Childhood
Education Journal, 32(3), 187–190.
Pianta, R., & Kraft-Sayre, M. (2005). Successful kindergarten
transition: Your guide to connecting children, families, and
schools. Baltimore,MD: Paul Brookes.
Renwick, M. (1984). To school at five: The transition from home or
pre-school to school. Wellington, New Zealand: New Zealand
Council for Educational Research.
Rimm-Kaufman, S. E., & Pianta, R. (2000). An ecological perspec-
tive on the transition to kindergarten: A theoretical framework to
guide empirical research. Journal of Applied Developmental
Psychology, 21, 491–511.
Rogoff, B. (2003). The cultural nature of human development. New
York: Oxford University Press.
Early Childhood Educ J
123
Sanchez, S., & Thorpe, E. (1998). Discovering meanings of
continuity. Zero to three, 18(6), 1–6.
Sink, C. A., Edwards, C. N., & Weir, S. J. (2007). Helping children
transition from kindergarten to first grade. Professional School
Counseling, 10, 233–237.
Skouteris, H., Watson, B., & Lum, J. (2012). Preschool children’s
transition to formal schooling: The importance of collaboration
between teachers, parents and children. Australasian Journal of
Early Childhood, 37(4), 78–88.
Wildenger, L. K., & McIntyre, L. L. (2011). Family concerns and
involvement during the kindergarten transition. Journal of Child
and Family Studies, 20(4), 387–396.
Wildenger, L. K., McIntyre, L. L., Fiese, B. H., & Eckert, T. (2008).
Children’s daily routines during kindergarten transition. Early
Childhood Education Journal, 36, 69–74.
Yeboah, D. (2002). Enhancing transition from early childhood phase
to primary education: Evidence from the research literature.
Early Years: Journal of International Research and Develop-
ment, 22(1), 51–68.
Early Childhood Educ J
123
A preview of this full-text is provided by Springer Nature.
Content available from Early Childhood Education Journal
This content is subject to copyright. Terms and conditions apply.
