Bibliography of Citations from the ERIC Database
ERIC database search through September 2002
How to Obtain ERIC documents and journal articles
ED451952 PS029415
Title: Honoring Children's Rights to Quality Experiences in Preschool That
Are Valued by Public School Kindergarten Educators and Administrators. Early
Years Summit.
Author(s) Firlik, Russ
Pages: 15
Publication Date: May 2001
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Connecticut
In New Canaan, Connecticut, several meetings were convened to communicate kindergarten
expectations as they relate to the 14 preschools that feed into 3 public elementary
schools in New Canaan, and to develop and systemize more effective and efficient
transitional practices from the preschool arena to the public school setting.
Attending the meetings were 14 preschool directors and their teachers, 17 public
school kindergarten staff, and 3 elementary school principals. The outcomes
of the meetings were twofold: (1) communication to the preschool population
that public school kindergarten curricula were not strictly academically oriented;
and (2) an examination of what preschoolers are expected to experience prior
to entering kindergarten. A questionnaire was developed to educe the expectations
from kindergarten teachers that would be shared with preschools. Four categories
of experiences were judged most important by kindergarten teachers: social competencies,
communication/language, independent skills, and fine and gross motor experiences.
After lengthy discussion, the directors and preschool teachers were in agreement
with the expectations. Directors indicated that they would plan specific strategy
sessions to better inform their parents about their program and goals based
on the agreed upon kindergarten expectations. The final decision of the group
was to collaboratively write a position paper to serve as a directive for preschools
and the anchor for the kindergarten philosophy that permeates the New Canaan
Public Schools. (The position statement regarding the goals for kindergarten
children is appended.) (KB)
Descriptors: Interprofessional Relationship; *Kindergarten; Kindergarten Children;
Position Papers; *Preschool Children; *Preschool Curriculum; *Preschool Teachers;
Primary Education; School Readiness; Teacher Attitudes; *Teacher Expectations
of Students; *Transitional Programs
Identifiers: New Canaan Public Schools CT; *Transitional Activities
ED455942 PS029704
Title: New Book Examines Transition Issues. NCEDL Spotlights, No. 20.
Author Affiliation: National Center for Early Development & Learning, Chapel
Hill, NC.(BBB35605)
Pages: 3
Publication Date: March 2000
Notes: Based on the book, "The Transitions to Kindergarten," edited
by Robert Pianta and Martha Cox.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington,
DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Frank Porter Graham Child Development Center, University of North
Carolina-Chapel Hill, CB#8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0867;
Web site: http://www.ncedl.org.
Document Type: Information Analysis (070)
Geographic Source: U.S.; North Carolina
This issue of the "NCEDL Spotlights" describes the content of a new
book, "The Transition to Kindergarten," based on a national transitions
synthesis conference sponsored by the National Center for Early Development
and Learning. The document delineates the chapter topics and describes four
trends expected to have significant effect on the transition of children into
American schools in the near future. Topics of the book include early schooling
and social stratification, readiness, education equity and excellence, teacher
practices, issues for families, parent involvement, at-risk students, children
with disabilities, low-income families, research design and methodology, personnel
preparation, policy issues, and significant trends. (KB)
Descriptors: Books; Early Childhood Education; *Kindergarten; *Kindergarten Children; Program Descriptions; *School Readiness; Sociocultural Patterns; *Transitional Programs
ED445775 PS028611
Title: Still! Unacceptable Trends in Kindergarten Entry and Placement. A
Position Statement. Revision and Update.
Author Affiliation: National Association of Early Childhood Specialists in State
Departments of Education.(BBB25995)
Pages: 19
Publication Date: 2000
Notes: This position statement was adopted at the Annual Meeting of the National
Association of Early Childhood Specialists in State Departments of Education
(Chicago, IL, November 11, 1987). For 1987 Position Statement, see ED 297 856.
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Opinion papers (120)
Geographic Source: U.S.; Colorado
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 Early Childhood Specialists in State Departments of
Education (NAECS/SDE) is offered to increase public awareness about educational
policies and practices affecting young children. Following an overview, the
statement discusses six principles of kindergarten entry and placement related
to: (1) guarding the integrity of effective, developmentally appropriate programs
for young children; (2) enrolling children in kindergarten based on their legal
right to enter; (3) involving kindergarten teachers and administrators in student
assessment decisions; (4) rejecting retention as a viable option for young children;
(5) using kindergarten entrance tests in initial planning and information-sharing
with parents; and (6) welcoming all children into heterogeneous kindergarten
settings. The statement concludes with a challenge to make adjustments that
would make education more responsive to the needs of young children, and to
allow only those practices that are beneficial to young children. (Contains
48 references.) (KB)
Descriptors: Age Grade Placement; Developmentally Appropriate Practices; Educational
Practices; Grade Repetition; *Kindergarten; *Kindergarten Children; Position
Papers; Primary Education; School Entrance Age; *School Readiness; Social Promotion;
Student Adjustment; *Student Placement; *Transitional Programs
Identifiers: National Association Early Childhood Specialists
ED443225 EC307918
Title: Early Childhood Special Education for Children with Disabilities,
Ages Three through Five: Transition.
Author(s) Kolberg, Jeanette; Gustafson, Keith; Ekblad, Alan
Author Affiliation: North Dakota State Dept. of Public Instruction, Bismarck.
Div. of Special Education.(BBB22168)
Pages: 48
Publication Date: December 1999
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: North Dakota Dept. of Public Instruction, Dept. of Special Education,
600 East Boulevard Ave., Dept. 201, Bismarck, ND 58505-0440; Tel: 701-328-2277
(Voice); Tel: 701-328-4920 (TDD); Fax: 701-328-4149.
Document Type: Guides--Non-classroom (055); Test/questionnaires (160)
Geographic Source: U.S.; North Dakota
Government Level: State
Target Audience: Administrators; Practitioners
This document presents North Dakota guidelines to help transitions of young
children with disabilities. It identifies two critical service delivery transitions
for these children: first, when the child enters early childhood special education
services (ECSE) and second, when the child exits those services. Following an
introduction, there is a discussion of the role of transition when the child
first enters the program including development of the Individual Family Service
Plan (IFSP). The following section focuses on the second transition, when the
child exits the ECSE program, with sub-sections on the role of transition agreements
and the role of curriculum. Appendices comprise the major portion of the document
and include: a chart showing the transition process from infant development
programs, a summary of notice/consent needs during the transition process, a
comparison of federal requirements for the IFSP and the IEP (Individualized
Education Program), the recommended 3-5 transition process from ECSE programs
to school-age programs, a list of potential differences between ECSE and kindergarten
programs, a list of social/survival skills critical for successful transitions,
a kindergarten classroom checklist, and a preschool/kindergarten teacher questionnaire.
(DB)
Descriptors: Curriculum Development; Delivery Systems; *Disabilities; Early
Childhood Education; Individualized Education Programs; *Individualized Family
Service Plans; Kindergarten; *Special Education; *State Standards; *Transitional
Programs
Identifiers: *North Dakota
ED443564 PS028727
Title: Early Developments, 1999.
Author(s) Little, Loyd, Ed.
Author Affiliation: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.(BBB04365)
Source: Early Developments, v3 n1-3 Win-Fall 1999 Pages: 50
Publication Date: 1999
Notes: Published three times a year. For 1998 issues, see ED 427 858.
Sponsoring Agency: National Inst. on Early Childhood Development and Education
(ED/OERI), Washington, DC. (EDD00102)
Contract No: R307A60004
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Early Developments, Frank Porter Graham Child Development Center,
CB No. 8185, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-8185;
Tel: 919-966-0888; Fax: 919-966-0862; e-mail: jayhargrove@unc.edu.
Document Type: Collected works--Serials (022); Reports--Descriptive (141)
Geographic Source: U.S.; North Carolina
This document consists of the three 1999 issues of a journal reporting new
research in early child development conducted by the Frank Porter Graham Child
Development Center at the University of North Carolina at Chapel Hill. Articles
in the Winter 1999 issue focus on the transition to kindergarten and first grade,
including adjustment issues; educational practices reflecting training on transition;
school readiness; readiness to teach; rights and responsibilities of schools
and families; classroom practices; social stratification; fragile X syndrome
children; and children with disabilities. The Spring 1999 issue focuses on family-centered
research and practices, and includes articles on the intentionality of infants,
cultural diversity, marital disagreements and infant interaction, and increasing
family involvement in early education and intervention programs. The Fall 1999
issue deals with the relationship between research and practice and includes
articles on the National Early Intervention Longitudinal Study, changes in training
for early childhood professionals, the development of new assessment tools,
and public policy changes. Each issue also lists recent publications by researchers
at the Frank Porter Graham Development Center. (KB)
Descriptors: *Child Development; *Child Health; Cultural Differences; Early Childhood Education; Early Experience; *Early Intervention; *Family Involvement; Family Programs; Infants; Kindergarten; Marital Satisfaction; Parent Child Relationship; Parent Participation; Parent Responsibility; Parent Rights; Public Policy; Research and Development; Research Projects; School Readiness; School Responsibility; Social Differences; *Student Adjustment; Teacher Education; *Theory Practice Relationship; Transitional Programs
ED438026 PS028117
Title: The Transition to Kindergarten. A Series from the National Center
for Early Development and Learning.
Author(s) Pianta, Robert C., Ed.; Cox, Martha J., Ed.
Author Affiliation: National Center for Early Development & Learning, Chapel
Hill, NC.(BBB35605)
Pages: 404
Publication Date: 1999
Notes: Derived from "The Transition to Kindergarten: A Synthesis Conference"
(Charlottesville, VA, February 18-20, 1998).
ISBN: 1-55766-399-8
Available from: EDRS Price MF01/PC17 Plus Postage.
Availability: Paul H. Brookes Publishing, Company, Maple Press Distribution
Center, I-83 Industrial Park, POB 15100, York, PA 17405 ($36). Tel: 410-337-9580;
Fax: 410-337-8539; Web site: http://www.brookespublishing.com.
Document Type: Book (010); Collected works--General (020)
Geographic Source: U.S.; Maryland
On the premise that early school transitions affect children's future educational
success and that these critical transitions need to be improved, this book explores
the research on early schooling and reexamines educational beliefs, policies,
and practices relating to the first years of school, including readiness assessment,
entrance ages, diversity, and personnel preparation. The chapters are: (1) "Introduction:
An Ecological Approach to Kindergarten Transition" (Robert C. Pianta, Sara
E. Rimm-Kaufman, and Martha J. Cox); (2) "Early Schooling and Social Stratification"
(Doris R. Entwisle and Karl L. Alexander); (3) "Assessing Readiness"
(Samuel J. Meisels); (4) "Promoting Educational Equity and Excellence in
Kindergarten" (Nicholas Zill); (5) "Diverse Perspectives on Kindergarten
Contexts and Practices" (Elizabeth Graue); (6) "Families and Schools:
Rights, Responsibilities, Resources, and Relationships" (Sandra L. Christenson);
(7) "Changing Schools for Changing Families" (Gary B. Melton, Susan
P. Limber, and Terri L. Teague); (8) "Beginning School for Children at
Risk" (Craig T. Ramey and Sharon L. Ramey); (9) "Children with Disabilities
in Early Elementary School" (Mark Wolery); (10) "Kindergarten Practices
with Children from Low-Income Families" (Barbara T. Bowman); (11) "Research
on the Transition to Kindergarten" (John Wills Lloyd, Donna R. Steinberg,
and Mary K. Wilhelm-Chapin); (12) "Personnel Preparation and the Transition
to Kindergarten" (Richard M. Clifford); (13) "The Practice of Effective
Transitions: Players Who Make a Winning Team" (Laura B. Smolkin); (14)
"Policy and the Transition Process" (James J. Gallagher); and (15)
"The Changing Nature of the Transition to School: Trends for the Next Decade"
(Robert C. Pianta and Martha J. Cox). Each chapter contains references. (HTH)
Descriptors: Childhood Needs; Disabilities; Diversity (Student); Early Childhood
Education; Educational Improvement; Educational Policy; *Educational Practices;
Family Characteristics; *Kindergarten; Learning Readiness; *Preschool Children;
*School Readiness; *Student Adjustment; *Teacher Role; Transitional Programs
Identifiers: Transitional Activities
ED433950 PS027953
Title: Continuity for Success: Transition Planning Guide.
Author Affiliation: National PTA, Chicago, IL.(BBB17694); National Head Start
Association, Alexandria, VA.(BBB28204)
Pages: 28
Publication Date: 1999
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: National Head Start Association, 1651 Prince Street, Alexandria,
VA 22314; Tel: 800-687-5044 (Toll Free), 703-739-0875; Fax: 703-739-0878; Web
site: <http://www.nhsa.org>. For full text: <http://www.pta.org>.
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Virginia
This guide is a planning tool for establishing Head Start-Parent Teacher Association
(PTA) partnerships, building effective transition practices from preschool to
kindergarten, and promoting continuity in parent and family involvement. Designed
for use by coordinators of early childhood, parent involvement, and outreach
activities, the guide can be used to facilitate planning meetings to promote
Head Start partnerships with the PTA or elementary schools, to assist in developing
joint transition activities, and to enhance planning efforts when designing
parent and family programs and services. The guide includes "how-to"
tips; best practices identified from Continuity for Success pilot sites in New
York, North Carolina, and Texas; lessons learned throughout the partnership
between Head Start and the PTA, current research findings on child and family
transitions from preschool to kindergarten, and tools developed through National
PTA and other sources. The guide is organized into four parts: (1) "Continuity
for Success: A Partnership Between National PTA and the National Head Start
Association"; (2) "How to Establish Partnerships"; (3) "Building
Effective Transitions"; and (4) "Measuring Increases in Parent Involvement."
Forms such as activities checklists and evaluation tools are appended. (KB)
Descriptors: *Developmental Continuity; Early Childhood Education; Family School
Relationship; Interprofessional Relationship; Kindergarten; Parent Participation;
Parent School Relationship; Parent Teacher Cooperation; *Partnerships in Education;
Preschool Children; Preschool Education; Program Development; *School Readiness;
*Transitional Programs
Identifiers: *Parent Teacher Association; *Project Head Start
ED431548 PS027742
Title: Disabilities & Transitions.
Author(s) Wolery, Mark
Author Affiliation: National Center for Early Development & Learning, Chapel
Hill, NC.(BBB35605)
Source: NCEDL Spotlight, n6 Dec 1998 Pages: 4
Publication Date: December 1998
Notes: Excerpts from a paper presented during a "Kindergarten Transitions"
synthesis conference by the National Center for Early Development and Learning
(Charlottesville, VA, 1998).
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington,
DC. (EDD00036)
Contract No: R307A60004
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Collected works--Serials (022)
Geographic Source: U.S.; North Carolina
This newsletter discusses transition and outcome issues for young children
with disabilities. Topics discussed include issues related to transition program
administration, staff, families, and services. (KB)
Descriptors: *Disabilities; Early Childhood Education; Kindergarten; Periodicals;
*School Readiness; Special Needs Students; *Student Adjustment; *Transitional
Programs; Young Children
Identifiers: Transition Management; *Transitional Activities
ED421218 PS026644
Title: Kindergarten Entrance Age and Academic Achievement.
Author(s) Narahara, May
Pages: 21
Publication Date: March 1998
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Information Analysis (070)
Geographic Source: U.S.; California
The practice of delaying students' entrance into kindergarten raises several
questions. This literature review asks: (1) How does the entrance age of kindergarten
children affect academic achievement?; (2) Do age-eligible older students perform
better academically than younger students?; (3) Do year-older or "red-shirted"
students have an academic advantage over younger students?; and (4) Do transitional
programs such as pre-kindergarten and pre-first or junior first grade promote
achievement for immature, high-risk students? After defining relevant terms,
the review explores the history of entrance age issues; describes the major
issues, controversies, programs, and contributors; and provides a synthesis
and analysis. The review concludes that despite often contradictory research
findings, school age does not affect academic achievement. The review recommends
that more efforts be made to design kindergarten classes that are developmentally
appropriate for all enrolled students. Contains 24 references. (EV)
Descriptors: *Academic Achievement; *Kindergarten; *Kindergarten Children;
Literature Reviews; Primary Education; *School Entrance Age; School Readiness;
Transitional Programs
Identifiers: Academic Redshirting
ED433650 EC307395
Title: Effective Instructional Strategies To Facilitate: Classroom Transitions,
Group Instruction, Independent Performance and Self-Assessment. Fourth Edition.
Teacher's Manual for Project SLIDE: Skills for Learning Independence in Developmentally
Appropriate Environments.
Author(s) Carta, Judy; Renauer, Marita; Schiefelbusch, Jeanie; Terry, Barbara
Author Affiliation: Kansas Univ., Parsons. Schiefelbusch Inst. for Life Span
Studies.(BBB33228)
Pages: 114
Publication Date: 1998
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. Early
Education Program for Children with Disabilities. (EDD00084)
Contract No: H024D10009
Available from: EDRS Price MF01/PC05 Plus Postage.
Availability: Project SLIDE, Juniper Gardens Children's Project, 650 Minnesota,
Second Floor, Kansas City, KS 66101; Tel: 913-321-3143; e-mail: carta@kuhub.cc.ukans.edu;
Web site: http://www.lsi.ukans.edu/jg/slide.htm
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Kansas
Target Audience: Practitioners; Teachers
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 were found to be less likely to need special education services when they reached first grade, had higher social ratings from their teachers, and achieved higher developmental assessment scores. The cornerstone of SLIDE are four intervention strategies that have proven successful at improving children's transitions to their next environment. They target skills critical to children's independence in early educational settings. The strategies target four areas: (1) fostering smoother within-classroom transitions; (2) providing opportunities for practicing independent work; (3) facilitating active engagement during group instruction; and (4) teaching children how to self-assess. This manual devotes an entire chapter to each of these four classroom intervention strategies. Each chapter provides activities, implementation considerations, and a means to evaluate the impact of each component. In addition, the chapter on "Planning for Future Transitions" at the end of the manual discusses parental involvement strategies and assessment information. An appendix includes reproducible masters of key information. (CR)
ED426792 PS027275
Title: Of Primary Interest, 1995-1998.
Author(s) Fielden, Frank, Ed.
Author Affiliation: Colorado State Dept. of Education, Denver.(DUN16650)
Source: Of Primary Interest, v3 n1-5 n4 Win 1995-Fall 1998 Pages: 50
Publication Date: 1998
Notes: For 1994-1995 issues, see ED 417 850.
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Colorado Department of Education, 201 East Colfax Avenue, Denver,
CO 80203; Tel: 303-866-6674; Fax: 303-866-6857; Web Site: http://ericps.crc.vivc.edu/naecs/opi-nl.html
Language: English
Document Type: Collected works--Serials (022)
Geographic Source: U.S.; Colorado
Journal Announcement: RIEJUN1999
Government Level: State
This document is comprised of twelve consecutive issues (1995-1998) of a newsletter
published quarterly to provide information on current research and practice
to early childhood professionals teaching in the primary grades in Colorado,
Iowa, Nebraska, Missouri, and Montana. The Winter 1995 issue focuses on necessary
conditions for math/science concept development, and includes discussions of
early literacy development. The Spring 1996 issue focuses on portfolio assessment
and play. The Summer 1996 issue summarizes research on class size effects and
presents recommendations regarding full-day kindergarten. The Fall 1996 issue
focuses on scaffolding in the zone of proximal development. The Winter 1996
issue presents suggestions for implementing developmentally appropriate practices,
discusses child care quality, and contains a position statement on interdisciplinary
learning. The Spring 1997 issue concerns positive transitions and early literacy,
class size, and worksheets in kindergarten. The Summer 1997 issue focuses on
providing language-rich home and school environments. The Fall 1997 issue deals
with physics concepts in first grade and facilitating oral language skills.
The Winter 1997 issue presents a developmental approach to student assessment,
discusses grading, and describes the Even Start program. The Spring 1998 issue
examines the mismatch in culture and expectations of early childhood and elementary
education, preparing children for kindergarten, and ensuring that schools are
ready for children. The Summer 1998 issue focuses on preventing reading difficulties,
and includes discussion of the 100 most frequent words in beginning readers'
books. The Fall 1998 issue includes a portion of a position statement on early
reading and writing. (KB)
Descriptors: Class Size; Educational Environment; Emergent Literacy; Family
Environment; Full Day Half Day Schedules; Grades (Scholastic); Kindergarten;
Physics; Play; Portfolio Assessment; *Preschool Teachers; *Primary Education;
Reading Difficulties; School Readiness; Science Instruction; *State Standards;
Student Evaluation; Transitional Programs
Identifiers: *Developmentally Appropriate Programs; Scaffolding; Zone of Proximal
Development
Return to the Bibliography Introductory Page.
Return to ReadyWeb Home Page.
Send comments to ReadyWeb webmaster.