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.
Published in Chapter:
Supporting Children and Families During the Kindergarten Transition: Connection-Focused Home Visiting
Robin C. Sayers (Crane Center for Early Childhood Research and Policy, The Ohio State University, USA), Rebecca Dore (Crane Center for Early Childhood Research and Policy, The Ohio State University, USA), Kelly M. Purtell (Crane Center for Early Childhood Research and Policy, The Ohio State University, USA), Laura Justice (Crane Center for Early Childhood Research and Policy, The Ohio State University, USA), Logan Pelfrey (Crane Center for Early Childhood Research and Policy, The Ohio State University, USA), and Hui Jiang (Crane Center for Early Childhood Research and Policy, The Ohio State University, USA)
Copyright: © 2021
|Pages: 26
DOI: 10.4018/978-1-7998-4435-8.ch007
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.