Children transitioning to kindergarten are embarking on a pivotal time in their lives: the first days of school. How they start out can set them on a course for future academic and social success (Schulting, Malone, & Dodge, 2005). Schools can help students make the transition to kindergarten in several ways. If we approach these transitions with intention and with key research in mind, we can establish a positive academic trajectory for all students, especially those considered at risk (Schulting et al., 2005).
Kindergarten transition practices can be high- or low-intensity in nature. High-intensity transition practices are individualized and often coordinated with preschool programs or the community, while low-intensity transition practices are whole group in nature.
High-intensity transition practices include the following:
- Kindergarten teachers visiting rising kindergarten students in prekindergarten
- Teacher- or administrator-initiated home visits during the kindergarten school year
- Teachers or administrators calling the child or the parents
Low-intensity transition practices include the following:
- Open house
- Flyer or brochure with logistical and/or instructional details
- Letter sent to child or parents after the beginning of the school year
Low-intensity practices can be beneficial if they convey meaningful information and are frequently applied. Too often, low-intensity practices convey little more than what to bring on the first day or where to find the lunchroom. More meaningful information would include topics like how to help your child build reading fluency and the significance of home structures such as consistent bed and wake times.
Research links frequent use of low- and high-intensity transition practices with positive reading achievement in kindergarten (Hamilton, 2013; Schulting et al., 2005). Despite this research, most schools do not plan for or implement pivotal transition practices that could help place children on a positive academic trajectory, and possibly improve kindergarten reading achievement. (Pianta, Cox, Taylor, & Early, 1999).
Fast Start is an exemplary transition practice initiated in our school district at Title I schools. Fast Start is a program where at-risk rising kindergarteners come to school two weeks prior to the beginning of the school year. Class sizes are kept small, approximately 8 to 10 students per class. Students get a "Fast Start" on learning routines and procedures such as walking in line, listening, and taking turns. Teachers gain academic and social information about children, and relationships between teachers and children begin forming. The small-group setting of Fast Start has smoothed the first days of school for many students, parents, and teachers.
Staggered entry is another kindergarten transition practice we implement in our school district. Staggered entry usually occurs over the first three days of school. Teachers divide the class into thirds. One-third of the kindergarten students come to school on the first day, the second third come on the second day, etc. Kindergarten teachers reported staggered entry as a positive, advantageous transition activity because it allowed them to give incoming students the individual time and attention needed. One teacher said staggered entry helped students "get acclimated to the school setting" (Hamilton, 2013). Regardless of the transition practices used, it is pivotal for schools to have a written transition plan. The implementation of a written transition plan makes transition practices intentional, and therefore more likely to occur.
In addition to creating and implementing purposeful transition plans and practices, improving teacher-child relationships is crucial to positive academic and social outcomes (Jerome, Hamre & Pianta, 2009; Pianta et al., 2004). In studies, teachers who participated in home visits during the summer preceding the child's kindergarten year were more likely to report a closer relationship with the child once school started. Home visits were also shown to increase teacher appreciation of parental contributions while helping establish a stronger rapport, trust, and partnership between home and school (Meyer & Mann, 2006; Schulting, 2009).
Each summer, kindergarten teachers at my school schedule home visits. Teachers document the schedule in a shared Google Doc, which makes it easier for me (the principal) to participate in as many home visits as possible. During the home visits, teachers use a questionnaire to help guide the conversation and ensure that they obtain key information about the child. Teachers share pictures of the classroom and personal photos of their homes, families, and pets with the children. Personal connections forged during these home visits help reduce parent and student apprehension toward open house and the first days of school. Exclusive audience with their child's teachers gives parents the opportunity to thoroughly explain any special situations or concerns and ask questions in the confidential comfort of their own home.
Kindergarten transition plans put students on a pathway to success from the very beginning of their academic lives. Let's work to create a culture where implementing intentional kindergarten transition plans and practices is the norm. A good start has the potential to transform the entire school community for the better.