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.
Published in Chapter:
Understanding Head Start Children's Transitions to Kindergarten: Data From the Family and Child Experiences Survey
Louisa Tarullo (Mathematica, USA), Nikki Aikens (Mathematica, USA), Lizabeth Malone (Mathematica, USA), Ashley Kopack Klein (Mathematica, USA), and Jennifer Acosta (Mathematica, USA)
Copyright: © 2021
|Pages: 20
DOI: 10.4018/978-1-7998-4435-8.ch012
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.