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Using Multiple Methods to Describe Supports for the Transition from Head Start to Kindergarten

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A Correction to this article was published on 17 November 2020

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Abstract

Head Start programs engage in multiple practices to support children and families during the transition to kindergarten. Children moving from Head Start to kindergarten often encounter discontinuities between the program and services they were receiving and the new elementary school environment. This paper uses multiple datasets and methods to provide a rich descriptive picture of the types of practices Head Start programs engage in to support the transition to kindergarten, including child and family focused transition practices and coordination practices with elementary schools. Data from a nationally representative sample of Head Start center directors (N = 129) showed that 95% reported having a formal transition process in place. However, reports on the specific practices that Head Start engaged in varied, with child and family focused practices reported by the majority of directors, but coordination practices showed more variability. Qualitative interview data with Head Start center directors (N = 16), suggest that child and family focused transition practices varied slightly, but coordination practices varied more depending on the Head Start center’s relationships with the elementary schools and local education agencies to which the children were transitioning. Together, these data sources suggest that Head Start policy and guidance around transition practices is leading to high implementation of transition practices that Head Start has control over, but more supports may be needed for Head Start to build relationships with elementary schools in order to strengthen coordination practices.

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Acknowledgements

The authors would like to thank Kathryn Zimmermann for her contributions to the project, as well as the Head Start directors who participated in the study, and the advisory committee that provided guidance throughout the project.

Funding

This project was generously supported by the Head Start Graduate Research Scholars Program, Grant Number 90YR0100 awarded to Boston College, from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the authors and do not necessarily reflect the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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Authors and Affiliations

  1. St. John’s University, 8000 Utopia Parkway, Jamaica, NY, 11439, USA

    Kyle DeMeo Cook

  2. Boston College, Chestnut Hill, MA, USA

    Rebekah Levine Coley

Authors
  1. Kyle DeMeo Cook
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  2. Rebekah Levine Coley
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Correspondence to Kyle DeMeo Cook.

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Appendix 1: Qualitative Code & Subcode List

Appendix 1: Qualitative Code & Subcode List

Demographic information

 Current position

 Job responsibilities

 Years with Head Start

 Location

 Program size or number of children served

 Number of districts/schools transitioning to other

Activities for getting children or families ready while still in Head Start

 In Head Start activities

 Kits or materials

 Preparing parents for the transition

Connecting parents and/or children to elementary schools

 Connecting children to elementary schools

 For parent and/or child visits to schools

 Providing parents information they need

 Registration

 To promote other elementary school sponsored activities

Communication between Head Start and elementary schools

 Attending each other’s events

 Joint professional development

 Joint planning sessions

 Contact after the start of kindergarten

 Meeting in person

 Observing classrooms

 Who to contact at elementary school level

 Sharing general information

 Sharing child records

 Other

Alignment of practices

 Assessments

 Curriculum

 Standards

Who are practices for

 All children

 Specific children

 Behavior concerns

 Disabilities

 Family trauma or other risk

 Medical concern

 Certain districts

Benefits

 Children

 Families

 Teachers or schools

 Other

Room for improvement/challenges

 Changes over time

 Data sharing

 Parent/child participation

 Teacher/elementary school participation

 Time or resources

 No challenges

Attitudes towards transition and coordination

 Importance of

 Reflection and improvement

 Wanting invitation to table

Relationships

Longevity

Leadership

Special education

Keys to success

Community or state partners

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Cook, K.D., Coley, R.L. Using Multiple Methods to Describe Supports for the Transition from Head Start to Kindergarten. Early Childhood Educ J 49, 425–438 (2021). https://doi.org/10.1007/s10643-020-01085-x

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