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Direct linkJiang, Hui; Justice, Laura; Purtell, Kelly M.; Lin, Tzu-Jung; Logan, Jessica – Grantee Submission, 2021
The transition to formal schooling is a large contextual change, which for many children in U.S. begins with the year of kindergarten. To better understand the challenges of this transition, the present study examines the extent to which children experience transition difficulties in five salient areas: making friends, following schedules, meeting…
Descriptors: Incidence, Kindergarten, Young Children, Difficulty Level
Schachter, Rachel E.; Strang, Tara M.; Piasta, Shayne B. – Early Years: An International Journal of Research and Development, 2019
This study used an embedded mixed method design to examine teachers' experiences with a state-mandated kindergarten readiness assessment during its inaugural year. Participants were 143 kindergarten teachers from one county in a Midwestern state. In general, teachers did not perceive the Kindergarten Readiness Assessment as useful for one of its…
Descriptors: Kindergarten, Preschool Teachers, Preschool Children, School Readiness
Purtell, Kelly M.; Valauri, Anne; Rhoad-Drogalis, Anna; Jiang, Hui; Justice, Laura M.; Lin, Tzu-Jung; Logan, Jessica A. R. – Grantee Submission, 2020
The entry into kindergarten is a key transition children experience and has lasting consequences for their academic development. In light of this, many schools have implemented transition practices designed to foster positive development for children during this time. This study uses qualitative interview data to examine the policies, practices,…
Descriptors: Kindergarten, Student Adjustment, Child Development, Board of Education Policy
