Building Bridges Toward Success: Strategies for Seamless Kindergarten Transitions
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Early childhood educators set a foundation for learning that can stay with children throughout their school years (and beyond). The transition from preschool to kindergarten is an important part of this foundation: Research has shown that it can have lasting effects on a child’s well-being, including both short- and long-term academic impacts.
However, children often struggle with the shift to kindergarten. Not only are they adjusting to new people, they’re also encountering more academic and behavioral expectations. Many of these are related to on-task persistence, cooperation with peers, problem solving, and independently choosing and engaging in their work. While navigating this transition has traditionally been thought of as a kindergarten teacher’s responsibility, it ideally involves both preschool and kindergarten educators working together to bridge the two years and build upon children’s assets and growth.
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Lori L. Blake, EdD, is an assistant professor of early childhood at Central Connecticut State University. Her research focuses on self-regulation, early childhood leadership, and play-based practices.
Jennie Morrell is an early childhood specialist/interventionist at Andover Elementary School who works with grades PK–2 on reading, math, and social and emotional skills. She has worked in the profession for 29 years and formerly taught prekindergarten and kindergarten at the school.
Leslie Barone is a prekindergarten teacher at Andover Elementary School. She has taught preschool, including special education, for more than 20 years.