Highlighting Cross-System Organizational Efforts to Support Children's Transitions From Head Start to Kindergarten

• In Event: Transitioning to and From Early Care and Education Settings

Abstract

When children transition from Head Start to kindergarten, they and their families are confronted with different places, people, activities, and relationships. This complex process is influenced by different stakeholders’ perspectives, transition policies and procedures in place, the types of professional supports offered to those supporting transitions, and practices that may or may not align (the “4Ps”). The primary goals of our study were to understand (1) the 4Ps around kindergarten transitions within Head Start, within elementary schools, and across systems, including the organizational contexts that influence transitions; and (2) the direct experiences of families and their children with the kindergarten transition process. Through a comparative multi-case study, we gain new insights regarding transitions between Head Start and kindergarten.

Authors

• Molly F. Gordon, NORC at the University of Chicago
  Presenting Author

• Carol Hafford, NORC at the University of Chicago
  Non-Presenting Author

• Mitchell R. Barrows, NORC at the University of Chicago
  Non-Presenting Author

• Megan Edgin, NORC at the University of Chicago
  Non-Presenting Author