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Transition Practices into Kindergarten and the Barriers Teachers Encounter

  • Timothy W. Curby
  • Elizabeth Berke
  • Vincent C. Alfonso
  • Jamilia J. Blake
  • Darlene DeMarie
  • George J. DuPaul
  • Roseanne Flores
  • Robyn S. Hess
  • Kimberly A. S. Howard
  • Janice C. C. Lepore
  • Rena F. Subotnik
Chapter

Abstract

A child’s transition to Kindergarten is a critical time to establish a positive school trajectory. This chapter presents results from a survey of 484 Kindergarten teachers across the United States who reported on their transition practices and the barriers to using those practices. Results indicated teachers’ primary strategies for transition involved communicating to the parents of the entire class by way of newsletters, by emails, or by hosting open houses. Teachers viewed parents and school structures as key barriers to implementing transition practices.

Keywords

Transition practices Readiness Kindergarten Barriers Home visit Newsletter Open house 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Timothy W. Curby
    • 1
  • Elizabeth Berke
    • 1
  • Vincent C. Alfonso
    • 2
  • Jamilia J. Blake
    • 3
  • Darlene DeMarie
    • 4
  • George J. DuPaul
    • 5
  • Roseanne Flores
    • 6
  • Robyn S. Hess
    • 7
  • Kimberly A. S. Howard
    • 8
  • Janice C. C. Lepore
    • 9
  • Rena F. Subotnik
    • 10
  1. 1.George Mason UniversityFairfaxUSA
  2. 2.Gonzaga UniversitySpokaneUSA
  3. 3.Texas A&M UniversityCollege StationUSA
  4. 4.University of South FloridaTampaUSA
  5. 5.Lehigh UniversityBethlehemUSA
  6. 6.Hunter CollegeNew YorkUSA
  7. 7.University of Northern ColoradoGreeleyUSA
  8. 8.Boston UniversityBostonUSA
  9. 9.Janice C. C. Lepore, Psy.D., and Associates, LLCLuthervilleUSA
  10. 10.American Psychological AssociationWashington, DCUSA

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