The Transition to Formal Schooling: Examining Structural Differences Between Preschool and Kindergarten

• In Event: Kindergarten Readiness

Abstract

The transition to formal schooling marks an important point in young children’s development, bringing with it rapidly changing academic demands, routines, and roles. In this paper, we examine how activity settings vary between and within preschool and kindergarten classes and discuss the consequences of these differences. Observations of 2,836 children in 1,211 preschool and kindergarten classrooms were analyzed using a multilevel modeling approach. Findings indicated that preschoolers spent more time in free choice and meal settings while kindergarteners spent significantly more time in small group, whole group, and individual settings. Implications for children’s transition experiences are discussed.

Author

• Adam Lloyd Holland, University of North Carolina - Chapel Hill