Children’s Daily Routines During Kindergarten Transition
- First Online:
- 1.3k Downloads
Routines are an important feature of family life and functioning in families with young children. Common daily routines such as dinnertime, bedtime, and waking activities are powerful organizers of family behavior and may be instrumental to children and families during times of transition, such as elementary school entry. Daily routines were examined in 132 families with children entering kindergarten. Although the majority of families reported regular daily routines for their children, parents anticipated that their child’s daily routines would substantially shift upon kindergarten entry, including changes in children’s sleep habits. Significant changes in child and family routines have been implicated in adjustment difficulties during kindergarten transition. Results of this investigation are discussed in terms of aligning family daily routines with kindergarten expectations. Furthermore, educational professionals in early childhood education and elementary school can partner with families to promote seamless kindergarten transitions for all children.
KeywordsKindergarten transition Daily routines School readiness
- Eckert, T. L., McIntyre, L. L., DiGennaro, F. D., Arbolino, L. A., Perry, L. J., & Begeny, J. C. (in press). Researching the transition to kindergarten for typically developing children: A literature review of current processes, practices, and programs. In F. C. Columbus (Ed.), School psychology: 21st century issues and challenges. Hauppauge, NY: Nova Sciences.Google Scholar
- Fiese, B. (2006). Family routines and rituals. New Haven: Yale University Press.Google Scholar
- National Sleep Foundation (2007). Children and sleep. Retrieved on 6 July 2007 from http://www.sleepfoundation.org/.
- Pianta, R., & Kraft-Sayre, M. (2003). Successful kindergarten transition. Baltimore: Paul H. Brookes Publishing Co.Google Scholar
- Quas, J., Murowchick, E., Bensadoun, J., & Boyce, W. (2002). Predictors of children’s cortisol activation during the transition to kindergarten. Developmental and Behavioral Pediatrics, 23, 304–313.Google Scholar