Starting Strong: feasibility of an indicated prevention programme during the transition to kindergarten

Abstract

School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a 10 week, indicated prevention programme aimed at promoting positive student-teacher relationships and behavioural adjustment during the transition to kindergarten. This parent-and teacher-focused indicated prevention programme targets children with or at risk for disruptive behaviour problems. The paper describes feasibility results of a pilot study of Starting Strong's parent programme. Twenty-five families participated; rates of enrolment, attendance, retention, session engagement, homework completion, treatment fidelity and participant satisfaction suggest promising feasibility. School-based efforts targeting the transition to kindergarten may be helpful in improving behavioural and relational adjustment, especially for children who begin school with behavioural or relational risk.

Preschool transition in Mexico: Exploring teachers' perceptions and practices

“…Teachers' practices are found to positively impact children's transitions by making links between preschool and primary school (Schulting, Malone & Dodge, 2005). In fact, teachers' practices that focused on promoting the child-teacher relationship during this transition have been associated with children showing less behavioural problems (Eisenhower, Baker, & Taylor, 2016). Teachers' practices are found to have a modest effect in the family-school involvement.…”

The Implementation Of The Epstein’s Model As A Partnership Framework At Saudi Kindergartens

“…Kindergartens are important with a strong range of institutions (religious, recreational, corporate, and library) that are linked to maintain stability, cohesion, and well-being of the community. It also helps in expanding and strengthening social networks for children (Eisenhower, Baker & Taylor, 2016).…”