This response to the articles by Brewer and Uphoff on transitional programs in this issue addresses two questions: (1) Do transition classes protect children? (2) Do transition classes assist in school improvement? (BG)

This study evaluated the effect a developmentally appropriate curriculum, implemented as part of a Head Start Transition Project for public kindergarten through third grade to maintain and enhance the benefits attained by Head Start children and their families. Participating were two cohorts of students in demonstration and comparison classrooms…

Discusses the concept of school readiness and the process of making the transition to school. Reviews early signs of successful school transitions and identifies some fundamentals of young children's early learning environments. Almost all children are eager to learn and show remarkable progress when they are in school environments that tailor…

This packet of materials includes several items that relate to early childhood education in Oregon. An information sheet describes the state's vision of comprehensive early childhood education for all children, and provides definitions, assumptions, and guiding principles that relate to that vision. A figure depicts the coordination of services…

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)…

Discusses the maturationist, behaviorist, and cognitive interactionist views of transitional programs. Research on transitional programs and possible effects of such programs on kindergarten and first grade classes is discussed. (BG)

The purpose of this study was to compare the reading achievement of third graders who had attended kindergarten for one year with that of third graders who had been given two years of kindergarten. A review of the literature revealed that the majority of studies in this area showed that the practice of retaining students did not serve the intended…

Describes ways in which well-intentioned efforts to protect young children from inappropriate school practices have had the opposite effect. Readiness testing, retention, transition classes, tracking, and increased entrance age are discussed. Alternative strategies are proposed. (BB)

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…

Noting that the persistence of unacceptable trends in kindergarten entry and placement practices narrows the curriculum in kindergarten and primary education, constricts equal educational opportunity, and curtails the exercise of professional responsibilities of early childhood educators, this position statement of the National Association of…

Examines pre-first-grade programs in three New England school districts to determine why so many children cannot meet regular classroom demands. Extrayear programs are a quick fix allowing schools and communities to retain policies that permit children to be labeled, tracked, and retained. There is no substitute for a well-designed,…

Examined the effect of developmentally appropriate teaching practices on academic achievement of kindergarten and first-grade children participating in the Head Start/Public School Transition Project. Found that achievement was significantly higher in the more developmentally appropriate classrooms for letter/word identification and applied…

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…

Discusses the philosophy behind the effects of placing at-risk kindergarten children in transitional first grade classes and suggests alternative practices. (BB)

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…