Abstract
Research suggests that a large percentage of kindergarten children do not successfully transition to school (Rimm-Kaufman et al. 2000). As a result, a number of school transition initiatives have been developed by educators and policy makers to address the difficulties young children may experience upon kindergarten entry. Despite this attention, our review found no studies examining the involvement of school psychologists in kindergarten transition practices. The present study reports the outcomes of a national survey of the membership directory of the National Association of School Psychologists examining school-based involvement in kindergarten transition activities; school psychologists’ perceived involvement with and training in kindergarten transition activities; and school psychologists’ perceived barriers to engage in kindergarten transition activities. Results showed that most schools engaged in at least one kindergarten transition activity per year, with half of the responding sample reporting involvement. School psychologists were more likely to be involved in kindergarten transition activities if they were employed in an urban locale or a large to moderate-sized school setting. School psychologists most frequently reported involvement with kindergarten screenings and collaborating with kindergarten and preschool teachers. Implications and recommendations for practice among early childhood and other educational professionals are delineated.
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Acknowledgments
Preparation of this article was supported, in part, by a Science of Learning Center Catalyst Grant from the National Science Foundation (0350341) awarded to the Tanya L. Eckert and Barbara H. Fiese.
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McIntyre, L.L., Eckert, T.L., Arbolino, L.A. et al. The Transition to Kindergarten for Typically Developing Children: A Survey of School Psychologists’ Involvement. Early Childhood Educ J 42, 203–210 (2014). https://doi.org/10.1007/s10643-013-0593-6
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DOI: https://doi.org/10.1007/s10643-013-0593-6