Abstract
Participating in Head Start can prepare children and families for success in kindergarten and beyond. A growing body of research suggests that continuity in high-quality learning experiences is critical for maintaining children's success. Transition practices can provide such continuity and improve children's outcomes. Head Start is in a strong position to help build that continuity to support parents and children. This chapter provides in-depth analyses of Head Start children's transitions to kindergarten from multiple respondent perspectives, using data from two cohorts of the Head Start Family and Child Experiences Survey. Although most Head Start centers/programs and receiving schools conduct activities to promote smooth transitions and supportive relationships, fewer are intentional about supporting an alignment of standards, curricula, and assessments across educational settings.
TopIntroduction
Overview of the Research and Policy Context
Participation in Head Start, a federally funded program to support children in low-income families, can set up children and families for success in kindergarten and beyond (Barr & Gibbs, 2017; Deming, 2009; Garces, Thomas, & Currie, 2002; Puma et al., 2010, 2012; Shager et al., 2013). Although some studies have found that the gains children make during Head Start do not continue as they progress through school, a growing body of research suggests that continuity in high-quality early learning experiences and instructional practices is critical for maintaining their success (Ahtola et al., 2011; LaParo et al., 2009; Mashburn & Yelverton, 2019; Schulting, Malone, & Dodge, 2005). Transition practices help to provide such continuity and are linked to better cognitive and social-emotional outcomes (LoCasale-Crouch et al., 2008; Schulting et al., 2005) and to greater parent involvement (Rathbun & Germino Hausken, 2001). Head Start is in a strong position to help build that continuity to support parents and children. For example, both the Head Start Program Performance Standards ([HSPPS]; U.S. Department of Health and Human Services, 2016; see Standard 1302.71) and the Office of Head Start’s (OHS) Parent, Family, and Community Engagement (PFCE) Framework highlight the importance of supporting transitions and engaging families in them. OHS has also invested in developing models of strong collaboration between Head Start programs and the districts of receiving public schools by funding the Head Start–Public Schools Collaboration Demonstration Project.
Key Terms in this Chapter
Highly Vulnerable Groups: Head Start and other programs serving low-income families are designed to prioritize providing services to the neediest, most vulnerable children and families. Among these are children in poverty and those experiencing early adversity, homelessness, foster care, substance misuse, and disability.
Kindergarten: In the United States, the initial year of elementary school, usually enrolling children at age five.
Transition Practices: Plans and activities undertaken by preschool and elementary school staff, in collaboration with parents, to assist in preparing children and families for entry into elementary school.
Head Start Program Performance Standards: The system of federal regulations that governs all aspects of service provision for Head Start programs, including those that guide activities such as the transition to kindergarten.
Head Start: A federally funded preschool program providing comprehensive early childhood education, nutrition, health, mental health, and family support services to low-income families in the United States.
Ecological Model: A theoretical representation of the contexts and factors that support child development, including the family, early care and education setting, school, peer group, and community. For example, Bronfenbrenner’s (1979) Bioecological Model posits that development builds from the varied and complex interactions between developing individuals and the multilayered systems in which they live.
School Readiness: Measures of children’s cognitive and social-emotional skills that indicate they are prepared to benefit from education in elementary school.