Preschool and Elementary School Differences and How Collaborations Across These Worlds Promote Transition to Kindergarten

• In Event: Bridging Multiple Worlds: Innovative Cultural Partnerships Among Students, Families, Schools, Communities, and Universities From Preschool Through College

Abstract

Children’s transition to kindergarten sets the foundation for their later educational trajectories (Entwisle & Alexander, 1999). A survey of over 3,600 teachers indicated that 48% of children have difficulty making this transition (Rimm-Kaufman et al., 2000). Kindergarten transition poses particular challenges for low-income families and those from immigrant backgrounds (Pelletier & Corter, 2005). When children participate in transition activities that include links between preschool and kindergarten educators, they enter school with better social skills and display fewer behavior problems (LoCasale-Crouch, Mashburn, Downer, & Pianta, 2008).

Preschool and elementary educators tend to hold different views of young children and their roles in school. Preparation for these two types of teachers also differs, as pre-service coursework for preschool teachers focuses on child development, while that of kindergarten educators emphasizes content and curriculum (Corter, Janmohamed, & Pelletier, 2012).

Purpose
The purpose of this paper is to investigate early childhood educators’ perspectives on the differences between preschool and elementary school and how collaborations between these two groups of teachers can promote young children’s transition to kindergarten.

Theoretical Frameworks
We utilized Bridging Multiple Worlds Theory (Cooper, 2011) to understand how children traverse the multiple worlds of home, preschool, and elementary school to make smooth transitions to kindergarten. We also used Vygotsky’s (1978) sociocultural theory to explain how the two groups of educators develop different views of education and the way in which joint activity facilitates common understandings.

Research Methods
Participants. Participants included 13 educators: four preschool teachers, three elementary teachers, two administrators, and four teacher educators. All served culturally diverse families in Hawai‘i.

Data sources. Participants were interviewed about their views on how preschool and elementary education is different, their educational goals, and what facilitated collaborations among educators from these two groups that could lead to better kindergarten transition.

Results

Differences. The educators suggested there were many ways that preschools and elementary schools differed that affected their roles as educators. They discussed the emphasis elementary schools put on academic content and the focus preschools have on social and other developmental processes. Compared to many preschools, elementary education is typically highly structured and compartmentalized, with intense pressures on educators and children to meet rigorous academic standards. On the other hand, preschool education has more flexible curricula and schedules and is more child-centered. Preschool education also emphasizes family engagement more than elementary schools.

How preschool-elementary collaborations can foster kindergarten transition. All of the educators felt that collaborations across these two types of schooling could positively affect kindergarten transition. Through collaborations, teachers learned about common goals and gained understanding about the challenges in their respective settings. They also learned ideas for what could work in their settings. Getting to know one another meant building understanding and mutual respect for each other as professionals.

Significance and Implications
Understanding the differences between preschool and elementary educators’ perspectives can help bridge these two worlds. Finding commonalities between preschool and kindergarten is especially important for culturally diverse families, particularly considering that accountability measures are being implemented throughout early childhood.

Authors

• Lois A. Yamauchi, University of Hawaii - Manoa

• Elizabeth Brook Chapman de Sousa, University of Hawaii