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Administration for Children, Youth, and Families (DHHS), Washington, DC. – 1992
This document summarizes presentations made at a national policy forum concerning children's transition from home and preschool to the first years of elementary school. Three presentations by individual speakers examined: (1) the strategic importance of linkages and the transition between early childhood programs and early elementary school; (2)…
Descriptors: Developmentally Appropriate Practices, Educational Policy, Family School Relationship, Parent Participation
Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. – 1986
This booklet provides a variety of ideas for preschool and kindergarten teachers and administrators interested in working cooperatively to establish linkages and ease the transition between educational settings for young children and their families. Benefits of facilitating transition for children, parents, and teachers and keys to successful…
Descriptors: Developmental Continuity, Developmentally Appropriate Practices, Early Childhood Education, Elementary School Curriculum
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Riley, Jeanne; Fahey, Mike – Educational Perspectives, 2005
A successful transition from home or preschool to kindergarten is a key component of school readiness. Yet, quite often this major step in a child's life is neither planned nor well coordinated. Thoughtful planning for this transition, however, can have a positive impact on children, families, teachers, schools, and communities that last well…
Descriptors: School Readiness, Early Childhood Education, Kindergarten, Transitional Programs
Lombardi, Joan – 1992
In the early childhood field, the word "transition" is used to describe the period of time that falls between two different types of activities, as well as the time periods in which children move from home to school, from school to after-school activities, from one activity to another within a preschool, or from preschool to…
Descriptors: Ancillary School Services, Day Care, Developmental Continuity, Developmentally Appropriate Practices
Appalachia Educational Lab., Charleston, WV. – 1991
The goal of this conference was to assist early childhood professionals in their efforts to provide training to parents and family-focused, community-based transitions between preschool and school. The conference was also designed to assure children access to a high quality, developmentally appropriate preschool; adequate nutrition; and health…
Descriptors: Agency Cooperation, Developmentally Appropriate Practices, Disabilities, Educational Improvement
Virginia State Dept. of Education, Richmond. – 1989
This paper sets forth a definition and operational description of a developmental program that should be of use as a guide, especially to Virginia's teachers and administrators. Also included in the paper are kindergarten curriculum objectives in the areas of language arts, mathematics, science, art, social studies, family life, health, mental…
Descriptors: Definitions, Developmental Programs, Developmentally Appropriate Practices, Educational Objectives
Southern Regional Education Board, Atlanta, GA. – 1994
This report identifies changes that schools must make in their kindergarten and primary programs if they are to contribute to rather than hinder progress toward the achievement of school readiness for all children, as expressed in goal one of the America 2000 initiative. Schools need to: (1) implement developmentally appropriate curriculum,…
Descriptors: Check Lists, Developmentally Appropriate Practices, Early Childhood Education, Early Intervention
Allen, Sharon M.; And Others – 1996
Project Head Start has recently expanded into elementary schools through the National Head Start/Public School Transition Project (NTP), a school-based intervention program designed to improve outcomes for at-risk students. The SDTP (South Dakota site of NTP) is attempting to improve life chances for children by improving home and school…
Descriptors: Child Health, Developmentally Appropriate Practices, Early Childhood Education, Educational Environment
Stief, Elizabeth – 1994
There is growing consensus among early childhood professionals about the importance of early childhood transition services (activities designed to ensure continuity for young children across different environments, including homes, child care settings, preschools, and schools). Providing such services requires collaboration and linkages among…
Descriptors: Agency Cooperation, Cooperation, Developmentally Appropriate Practices, Early Intervention
Severeide, Rebecca – Online Submission, 2007
Purpose and Methods: This report is the second benchmark study to assess the system of supports for school readiness. The data for this study was collected in the fall of 2006 on 537 entering kindergarten children and their families in eight representative schools across the County. The ecological model and methods from the first study, which was…
Descriptors: Kindergarten, School Readiness, Parent Participation, Parent School Relationship
Carta, Judy; Renauer, Marita; Schiefelbusch, Jeanie; Terry, Barbara – 1998
This manual presents instructional strategies developed by Project SLIDE (Skills for Learning Independence in Developmentally Appropriate Environments), a project that identified skills that general education kindergarten teachers found to be critical for students' success in their classrooms. After training in Project SLIDE strategies, students…
Descriptors: Classroom Techniques, Developmentally Appropriate Practices, Disabilities, Early Childhood Education
Love, John M.; And Others – 1992
This report includes an executive summary and describes results of a 1988 study of transition activities provided by public schools to enhance the continuity experienced by children as they move from preschool, day care, home, or other previous experience into kindergarten. Chapter 1 offers background information, including definitions of terms,…
Descriptors: Board of Education Policy, Community Involvement, Developmentally Appropriate Practices, Disadvantaged Youth
Lamb-Parker, Faith, Ed.; Hagen, John, Ed.; Robinson, Ruth, Ed. – 2001
This report summarizes the conference proceedings of the fifth Head Start National Research Conference. The focus of the conference was on the relationship of environment and developmental changes. Keynote topics and speakers were: "How Can We Know Environment Really Matters?" (Michael Rutter); "Creating Developmentally Appropriate…
Descriptors: Abstracts, Brain, Child Development, Child Health