Recognizing that children who experience continuity as they enter formal education are more likely to sustain their earlier gains than children who do not experience continuity, this document provides guidelines for preschool, Head Start, and elementary teachers and administrators on transition procedures. An executive summary begins the document.…

This paper explores efforts to link early childhood education and care (ECEC) with schools in countries of the Organization for Economic Cooperation and Development (OECD), other than the United States. The first part of the paper discusses the context for children's transitions from ECEC to school, the ways in which transitions are understood,…

Planning for smooth transitions of young children and their families receiving educational and other services evolved out of a concern for providing continuity in the environment of young children. This document of the SouthEastern Regional Vision for Education (SERVE), a consortium of educational organizations devoted to promoting and supporting…

"Te Whaariki," the "draft guidelines for developmentally appropriate practice in [New Zealand] early childhood services," constitutes a set of principles which can guide practice, rather than a structure for curriculum planning. The guidelines have the potential to provide a theoretical rationale for the application of the…

This report has two aims: (1) to stimulate discussion on issues, strategies, and possible activities at the international level relevant to the links between early childhood development and education and primary education; and (2) to gather additional ideas and information on relevant experiences and structures, to be included in a more…