Use of Preschool Data in K-3
In the 1990s a number of national publications were released endorsing the need for robust transition activities in education between the earliest grades. During this time, groups such as the National Education Goals Panel (1998), the Administration for Children, Youth and Families, and the National Association for the Education of Young Children (1997) sponsored surveys and studies that repeatedly showed that children whose schools were “ready” and had engaged in transition work had more positive adjustment to school and were more prepared than children whose teachers and schools did not invest in such transition activities (as cited in La Paro, Pianta & Cox, 2000).
Although research specific to using prekindergarten data in kindergarten and the effects of elementary reaching out to prekindergarten instructors is sparse (LoCasale-Crouch, Mashburn, Downer, & Pianta, 2008), the use of preschool data by kindergarten teachers to inform instruction is embedded within the context of overall kindergarten transition practices. One of the few studies to examine the effects of kindergarten transition activities on academic achievement suggests that the benefits of activities relate to child adaptation (Schulting, Malone, & Dodge, 2005). The belief is that academic outcomes are enhanced because transition activities promote quicker social and emotional adjustment. Recent research for “ready schools” has increased understanding of the importance of relationships in the teaching /learning process for children Harrison, Clark, & Unger, 2006) and showing the types that prove most successful for children as they enter school (Boethel, 2004). This relational framing of transition seeks to understand readiness and transition required between home, school and community for children from different backgrounds(Crosnoe, 2007; Magnuson, Lahaie, &Waldfogel, 2006).Included under this relational umbrella are efforts which focus on the partnerships and relationships within communities necessary to provide successful learning experiences for all children (Weiss, 2005).This summary includes some key areas of kindergarten transition practices where specific types of data use and sharing can and should occur. As is the case with all aspects of kindergarten transition in districts, the presence of these practices is a result of awareness, training, resources, and time.
“Reaching Backward in Time...”
Many kindergarten teachers reach out to the families of incoming kindergarteners prior to the first day of school, to share information about school practices. This outreach can take the form of home visits, open houses, or other means of connecting to build relationships and comfort level with the transition to kindergarten. A key, but often missing, piece of this reaching backward can include obtaining preschool information on incoming students. This can include a description of whether and what types of prekindergarten experiences the child may have had as well as assessment results from those prekindergarten experiences. As Minnesota has increased the number of early education and care programs using state approved curriculum and assessment materials, there is increased data available to understand children’s early learning trajectories. The importance of connecting these resultsto preschool programs was cited as very important by Early, Pianta, Taylor & Cox (1999) in their survey examining kindergarten transition practices. This study revealed that training was essential in driving kindergarten teacher use of these practices, which can include data use.As greater work is undertaken to align early learning and kindergarten practices, data from each classroom will be useful in forming practices that connect and offer seamless transitions for children and their families.
As Part of Parent Engagement
Sharing data on children’s preschool experience with parents while their children are in preschool can help build the connection between preschool and kindergarten. Preschools often do this through daily reports, newsletters and parent/teacher conferences comparable to the schedule used by kindergarten teachers. Conversation between preschool and kindergarten teachers will ensure that they understand the collection and use of assessment data in a way that will help educate and engage parents as advocates for their child’s learning needs in the K-12 system. When parents understand their child’s preschool learning, they are better able to share that information with kindergarten teachers (Shapiro, 2014).
Teachers Connecting
LoCasale-Crouch & colleague’s (2008) examination of the transition activities most associated with a kindergarten teacher’s perception of a child’s skills was the act of prekindergarten and kindergarten teacher’s meeting about a specific child or curriculum. Prekindergarten assessment data and other information about the child’s status is likely to be part of this type of encounter. Another emerging practice is having shared professional development activities for prekindergarten and kindergarten staff so that the understanding and use of data is a co-constructed activity.
Discussion and Action Points for Programs
Use the Early Childhood Indicators of Progress (ECIPS) and Practice Briefs as a way of understanding developmental expectations and assessment practices used by prekindergarten teachers.
Create ways to help kindergarten teachers understand and plan for the needs of incoming students in ways that will ease the social and emotional adjustment of students, making way for academic learning.
Align prekindergarten assessment data, portfolio, family, or other information with K-12 learning standards and find ways to interpret and share it with kindergarten teachers in time for fall classroom planning and decision-making
Include parents in discussions with preschool and kindergarten teachers throughout the year leading to kindergarten; vary conversation settings from pre-K to kindergarten settings.
Assure that parents have a basic understanding of their child’s needs and can and should advocate for ongoing supports as their child enters the K-12 system.
Sources:
Boethel, M (2004). Readiness: School, family and community connections. National Center for Family and Community Connections with Schools. Austin, TX. Retrived on April 10, 2017 from
Crosnoe, R (2007). Early child care and the school readiness of children from Mexican immigrant families. International Migration Review. 41, 152-181.
Doucet, F & Tuddge, J (2007). Co-constructing the transition to school: Reframing the novice versus expert roles of children, parents, and teachers from a cultural perspective. In R. Pianta, M. Cox and K. Snow (Eds), School readiness and the transition to kindergarten in the era of accountability (pp.307-328). Baltimore: Brookes.
Early, D. M., Pianta, R.C., Taylor, L. C., and Cox, M. J. (2001). Transition practices: Findings from a national
survey of kindergarten teachers. Early Childhood Education Journal, 28(3), 199-206.
Harrison, Clark, & Unger (2006). Children’s drawings provide a new perspective on teacher-child relationship quality and school adjustment. Early Childhood ResearchQuarterly, 22, 55-71.
La Paro, K.M., Pianta, R., and Cox, M. (2000). Kindergarten teachers’ reported use of kindergarten to first grade
transition practices. The Elementary School Journal, 101(1), 63-78.
LoCasale-Crounch, J., Mashburn, A. J., Downer, J.T., and Pianta, R.C. (2008). Pre-kindergarten teachers’ use of
transition practices and children’s adjustment to kindergartern. Early Childhood Research Quarterly, 23, 124-139.
Magnuson, Lahaie, andWaldfogel (2006).Preschool and school readiness of children of immigrants. Social Science Quarterly, 87(5).1241-1262.
Schulting, A. B., Malone, P.S., & Dodge, K.A. (2005). The effect of school-based kindergarten transition policies
and practices on child academic outcomes. Developmental Psychology, 15(2), 860-871.
Shapiro, N. (2014). Sharing assessment data with preschool families in preparation for kindergarten. Harvard Family
Research Project Voice from the Field Article. Retrieved on October 7, 2016 from
Weiss, H. (2005). Complimentary Learning. The Evaluation Exchange, 9 Number 1 (Spring 2005), 2-23.
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