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Direct linkVitiello, Virginia E.; Basuel, Nica Kyra N.; White, Emily S.; Whittaker, Jessica E.; Ruzek, Erik A.; Pianta, Robert C. – Grantee Submission, 2020
The present study aimed to identify commonalities and points of divergence in the ways that parents, teachers, and administrators characterize children's transition from public pre-K into kindergarten within a large, diverse school district. A wide range of transition practices were in use across the district, including practices designed to…
Descriptors: Preschool Children, Student Adjustment, Parent Attitudes, Teacher Attitudes
LoCasale-Crouch, Jennifer; Mashburn, Andrew J.; Downer, Jason T.; Pianta, Robert C. – Early Childhood Research Quarterly, 2008
This study describes pre-kindergarten teachers' use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers' judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten…
Descriptors: School Readiness, Kindergarten, Interpersonal Competence, Transitional Programs
Peer reviewedEarly, Diane M.; Pianta, Robert C.; Taylor, Lorraine C.; Cox, Martha J. – Early Childhood Education Journal, 2001
Examined the practices teachers employ to help children and families make the transition to school, and the links between school, teacher, and classroom characteristics and transition practices. Discusses findings on factors influencing transition practice, including teacher experience and training, teacher race or ethnicity, class size, and the…
Descriptors: Classroom Environment, Kindergarten, Preschool Education, Preschool Teachers
Kraft-Sayre, Marcia E.; Pianta, Robert C. – 2000
This manual describes an approach to enhancing children's transitions into kindergarten. This approach, developed as a collaborative effort among researchers at the National Center for Early Development & Learning Kindergarten Transition Project at the University of Virginia and local school personnel, focuses on forming a network of social…
Descriptors: Kindergarten, Outreach Programs, Parent Teacher Cooperation, Partnerships in Education
Peer reviewedRimm-Kaufman, Sara E.; Pianta, Robert C.; Cox, Martha J. – Early Childhood Research Quarterly, 2000
This study surveyed 3,595 teachers to determine judgments of prevalence and types of problems children present upon entering kindergarten. Up to 46% reported that half their class or more had specific problems in any of several transition areas. Rates of perceived problems were related to school minority composition; district poverty level; and,…
Descriptors: Demography, Ethnicity, Kindergarten Children, Minority Group Children
Pianta, Robert C.; Cox, Martha J.; Taylor, Lorriane; Early, Diane – NCEDL Spotlight, 1999
Teachers' most common initiatives to help students in their transition to kindergarten signal a negative shift in quality, nature, and depth of contact. Excerpting an article discussing transition practices of kindergarten teachers, this newsletter issue summarizes a study of 3,595 kindergarten teachers. The teachers were asked about their use of…
Descriptors: Day Care, Family Involvement, Kindergarten, Parent School Relationship
Peer reviewedPianta, Robert C.; And Others – Early Education and Development, 1997
Compared children retained in kindergarten with matched samples of age and grade mates, using teacher ratings as an index of their social and academic skills. Found that retained children showed a reduction in behavior problems, specifically acting-out and shy-anxious behaviors, but only slightly increased competence for task orientation across…
Descriptors: Behavior Problems, Child Behavior, Comparative Analysis, Emotional Adjustment
