Early childhood transition services for children play a vital role in their successful entry to school; however, little is known regarding factors that may impact the use of various important transition practices. Therefore, the purpose of this study was to examine the impact of a community demographic characteristic (specifically, rurality) on the reported use of specific transition practices. Preschool teachers' report of their use of transition practices was evaluated in a nationally representative sample of 2,434 teachers. Results revealed significant differences in the utilization use of 11 transition practices between rural and urban classrooms. Further, teachers in rural communities utilized used a different number of transition practices in comparison to their urban peers. The implications of this study and needed future research are discussed.
Barnett,W. S., Carolan,M. E., Fitzgerald,J., & Squires,J. H. (2011). The state of preschool 2011: State preschool yearbook. New Brunswick, NJ: National Institute for Early Education Research.
2.
Butler,M. A., & Beale,C. A. (1994). Rural-urban continuum codes for metropolitan and nonmetropolitan counties, 1993. US Department of Agriculture, Economic Research Service. Staff report No. AGES, 9425.
3.
Carlson,E., Daly,T., Shimshak,A, Riley,J., Keller,B., Jenkins,F., & Markowitz,J. (2008). Changes in the characteristics, services, and performance of preschoolers with disabilities from 2003-2004 to 2004-2005: Wave 2 overview report from the Pre-Elementary Education Longitudinal Study. Rockville, MD: West. Retrieved from https://www.peels.org/reports.asp
4.
Carlson,E., Daley,T., Bitterman,A., Heinzen,H., Keller,B., Markowitz,J., & Riley,J. (2009). Early school transitions and the social behavior of children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study. Rockville, MD: Westat. Retrieved from https://www.peels.org/reports.asp
5.
Council of Chief State School Officers (2011). Moving forward with kindergarten readiness assessment efforts: A position paper of the early childhood education state collaborative on assessment and student standards. Washington, DC.
6.
Daley,T. C., Monk,T., & Carlson,E. (2011). A national study of kindergarten transition practices for children with disabilities. Early Childhood Research Quarterly, 26, 409-419.
7.
Entwisle,D. R., & Alexander,K. L. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. Elementary School Journal, 98(4), 351–364.
8.
Espe-Sherwindt,M. (2008). Family-centered practice: collaboration, competency and evidence. Support for Learning, 23, 136–143.
9.
Fowler,S.A., Chandler,L. K., Johnson,T.E., & Stella,M.E. (1988). Individualized family involvement in school transitions: Gathering information and choosing the next program. Journal of the Division for Early Childhood, 12, 208–216.
10.
Greenberg,M.T., Lengua,L. J., Coie,J.D., & Pinderhughes,E. E. (1999). Predicting developmental outcomes at school entry using a multiple-risk model: Four American communities. The Conduct Problems Prevention Research Group. Developmentally Psychology, 35(2), 403-417.
11.
Hair,E., Halle,T., Terry-Humen,E., Lavelle,B., & Calkins,J. (2006). Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21(4), 431–454.
12.
Hanline,M. F., & Halvorsen,A. (1989). Parent perceptions of the integrated transition process. Exceptional Children, 55, 487-492.
13.
Hoover-Dempsey,K. V., & Sandler,H., (1997). Why do parents become involved in their children's education?Review of Educational Research, 67, 3-42.
14.
Individuals with Disabilities Education Improvement Act [IDEIA]. (2004) (Pub. L. No. 108–446, [118§] Stat. 2647 (2004)).
15.
Janus,M., Cameron,R., Lefort,J., & Kopechanski,L. (2007). Starting kindergarten: Transition issues for children with special needs. Canadian Journal of Education, 30(3), 628-648.
16.
Keith,T. Z., Keith,P. B., Quirk,K. J., Cohen-Rosenthal,E., & Franzese,B. (1996). Effects of parent involvement for students who attend school in rural America: Structural equation modeling with national data. Journal of Research in Rural Education, 12, 55-67.
17.
LaParo,K., Pianta,R. C., & Cox,M. (200). Teachers' reported transition practices for children transitioning into kindergarten and first grade.Exceptional Children, 67, 7-20.
18.
Lo Casale-Crouch,J., Mashburn,A. J., Downer,J. T., & Pianta,R. C. (2008). Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten. Early Childhood Research Quarterly, 23(1), 124–139.
19.
Love,J. M., Logue,M. E., Trudeau,J. V., & Thayer,K. (1992). Transitions to kindergarten in American schools: Final report of the national transition study. Hampton, NH: ERIC Clearinghouse for Elementary and Early Childhood Education (ERIC Document Reproduction Service No. ED344693).
20.
Markowitz,J., Carlson,E., Frey,W., Riley,J., Shimshak,A., Heinzen,H., & Klein,S. (2006). Preschoolers' characteristics, services, and results: Wave I overview report from the Pre-Elementary Education Longitudinal Study (PEELS). Rockville, MD: Westat. Retrieved from: https://www.peels.org/reports.asp
21.
Pianta,R. C., Cox,M. J., Taylor,L., & Early,D. (1999). Kindergarten teachers' practices related to the transition to school: Results of a national survey. Elementary School Journal, 100(1), 71–86.
22.
Rosenkoetter,S.E., Whaley,K., Hains,A. H., & Pierce,L. (2001). The evolution of transition policy for young children with special needs and their families: Past, present and future. Topics in Early Childhood Special Education, 1, 3–15.
23.
Rous,B., & Hallam,R. (2006). Tools for transition in early childhood: A step-by-step guide for agencies, teachers, and families. Baltimore, MD: Brookes.
24.
Rous,B., Hallam,R., Harbin,G., McCormick,K., & Jung,L. (2007). The transition process for young children with disabilities: A conceptual framework. Infants and Young Children, 20(2), 135–148.
25.
Rous,B., Hallam,R., McCormick,K., & Cox,M. (2010). Practices that support the transition to public preschool programs: Results from a national survey. Early Childhood Research Quarterly, 25(1), 17–32.
26.
Rous,B., Myers,C., & Stricklin,S. (2007). Strategies for supporting transitions of young children with special needs and their families. Journal of Early Intervention, 30(1), 1–18.
27.
Schulting,A. B., Malone,P. S., & Dodge,K. A. (2005). The effects of school-based kindergarten transition practices on child academic outcomes. Developmental Psychology, 41(6), 860–871.
28.
Turnbull,A. P., & Turnbull,H. R. (2001). Families, professionals, and exceptionality: A special partnership. Columbus, OH: Merrill.
