Abstract
The Interactive Systems Framework (ISF; Wandersman et al. in Am J Commu Psychol 41(3–4):171–181, 2008) was used to implement a kindergarten transition demonstration project collaboratively developed by elementary and early education providers, community-based family and housing services, parents, and a University intermediary and technical assistance group. First person accounts from stakeholders at all levels provide a complementary and broad perspective on the project’s implementation. The practice model blended existing research on kindergarten transition and parent involvement with feedback from stakeholders to create a community-specific program designed to help all children make a smooth entry into kindergarten. During implementation, evidence-based approaches needed to be adjusted to fit the specific needs of each community. Using the ISF as a guide, next steps and lessons learned include increasing leadership through a district-wide plan that is still flexible within each school community, increasing information and supports to individual schools, and improving data collection for continuous program improvement.
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Acknowledgments
This work was generously supported by a grant from The Heinz Endowments and by the collaborative efforts of multiple community partners. The opinions expressed are those of the authors and do not necessarily reflect the views of their affiliated organizations.
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More information about the project can be found at http:\\www.readyfreddy.org and http:\\www.ocd.pitt.edu.
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Smythe-Leistico, K.J., Young, C.P., Mulvey, L.A. et al. Blending Theory with Practice: Implementing Kindergarten Transition Using the Interactive Systems Framework. Am J Community Psychol 50, 357–369 (2012). https://doi.org/10.1007/s10464-012-9505-y
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DOI: https://doi.org/10.1007/s10464-012-9505-y