Abstract
This chapter describes the theoretical basis for and implementation of a kindergarten-transition-focused home visiting program, the connection-focused home-visiting intervention program (CHIP). CHIP was designed to support children and their families during the kindergarten transition through development of strong connections between parents, children, teachers, schools, and communities. In this chapter, the authors explain the theoretical framework that guided the development of CHIP and key features of the program design, including connection development, the use of transition coordinators, and individualization. In addition, this chapter includes descriptions of scenarios encountered during CHIP that exemplify the nature of the program and design decisions. Finally, this chapter provides a summary of early evidence of program effectiveness and directions for continued research.
TopBackground
Transitions are critical points in individuals’ lives during which they need to adapt to environmental changes (Elder, 1998). In the United States, the transition to kindergarten may include going to school in a new location, exposure to increased behavioral and academic expectations, and experiences in more structured teacher-directed learning (Rimm-Kaufman & Pianta, 2000; Schulting et al., 2005). A smooth transition to kindergarten can have lasting effects on a child’s educational trajectory; the kindergarten year is considered a critical developmental period for shaping children's short- and long-term well-being (e.g., Duncan et al., 2007). Unfortunately, research indicates that children experience many challenges during this time, including difficulties getting along with new peers and teachers, long periods of separation from family, exposure to new learning standards, and increased behavioral expectations (e.g., McIntyre et al, 2007; Wildenger & McIntyre, 2011).
Key Terms in this Chapter
Individualization: The process of tailoring materials and supports to meet the needs of particular families.
Connections: Relationships in which people are positively linked to, supported by, and cared for by another person, group, or entity.
Transition Coordinators: Specially trained staff who support children and their families during the transition to kindergarten.
ChIP: The connection-focused home-visiting intervention program, designed to support children and their families during the kindergarten transition through the development of strong connections between parents, children, teachers, schools, and communities.
Home Visiting: The practice of having professionals or trained staff provide interventions in families’ homes or other non-school locations.
Ecological Dynamic Model of Transitions: A framework for supporting children and their families during the transition to kindergarten that emphasizes the importance of connections between parents, children, teachers, schools, and communities.
Feasibility: The extent to which an intervention can be carried out in real-world settings.
Accessibility: The extent to which an intervention can be used and understood by intended participants.
Transition Practices: Practices implemented by schools, transition coordinators, or other professionals designed to provide support during the kindergarten transition.