How Do Combinations of Transition Activities Experienced by Children and Families Predict Successful Kindergarten Transitions?

• In Event: Emergent Research Relating to Kindergarten

Abstract

The transition to kindergarten can be a challenging time for children and their families. Research has shown that some transition activities initiated by elementary school staff can have small positive effects on children’s outcomes in kindergarten. Examining the nationally representative Early Childhood Longitudinal Study Kindergarten Class of 2011 (ECLS-K:2011) dataset (N= 13,813), we explored whether children and families experienced different combinations (including types and amounts) of transition activities and how they related to child and parent outcomes. Using latent class analysis, we found four distinct Transition Activity Groups (TAGs), which were related to child and family characteristics. In addition, TAG membership predicted children’s initial adjustment to kindergarten, parent involvement during the kindergarten year, and parent satisfaction with their child’s school.

Authors

• Kyle DeMeo Cook, St. John's University

• Stacy B. Ehrlich, NORC at the University of Chicago

• Sarah Kabourek, NORC at the University of Chicago

• John Francis, NORC at the University of Chicago

• Eric C Hedberg, Abt Associates Inc.