Abstract
Children who have experienced early adversities such as maltreatment, high mobility/homelessness, or low socioeconomic status may have difficulties with the transition to kindergarten. This is particularly likely because these children demonstrate deficits in academic, social, and self-regulatory school readiness skills prior to kindergarten entry. Such deficits may result from the negative impacts of early adversity on children’s early learning environments and their neurobiological functioning, as well as negative effects on their caregivers. However, there are ways in which to address these negative influences of early adversity and thus increase the chances of smooth and positive kindergarten transitions for these children. Such interventions include targeted programming to increase school readiness skills, the use of transition practices that engage caregivers, and teacher awareness of techniques that can help to manage children’s behaviors and increase their self-regulation skills. The effects of early adversity are malleable and thus can be addressed to improve children’s transitions and subsequent trajectories.
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Pears, K.C., Peterson, E. (2018). Recognizing and Addressing the Effects of Early Adversity on Children’s Transitions to Kindergarten. In: Mashburn, A., LoCasale-Crouch, J., Pears, K. (eds) Kindergarten Transition and Readiness . Springer, Cham. https://doi.org/10.1007/978-3-319-90200-5_7
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