Supporting Successful Transition to Kindergarten: General Challenges and Specific Implications for Students with Problem Behavior

Abstract

The purpose of this review is to present factors that impede and promote successful transition to kindergarten, with a focus on the specific needs of students with problem behavior. The review addresses competencies that teachers report are critical for success in kindergarten, traditional transition practices, and challenges in implementing transition practices. Suggestions are provided to begin to attend to some of the issues affecting successful transition for children with challenging behavior and include an overarching framework to better support transition practices and specific suggestions for appropriate supports.

Starting School: Welcoming Young Children and Families into Early School Experiences

“…Establishing open lines of communication between parents and teachers is vital. According to Stormont et al (2005), ''the need for communication among key stakeholders during the transition process cannot be overstated''; further, children in greatest need of supports can be identified and partnerships may be formed (p. 769). Transition practices that are individualized and engage the child, family, and preschool help build trust between the teachers and students (Early et al 2001).…”

Classifying Korean children’s behavioral problems and their influencing factors: a latent profile analysis

“…However, factors that determine whether the problems persist (Stormont et al 2005) or lead to juvenile delinquency (Sourander and Helstelä 2005), include individual characteristics, circumstances, and apparent aspects of the behavioral problem. There is a need to discover factors that make the occurrence of behavioral problems persist or even promote behavioral problems and to study mediating factors.…”

Determining the Difficulties Children with Special Needs Experience during the Transition to Primary School

“…Some of the findings show these factors to influence both the transition process and its efficiency Early et al, 2001;O'Kane & Hayes, 2006;Shevlin, Kenny, & Loxley, 2008). In classrooms where disabled children and at-risk students are present, teachers should check the classroom and take care of activities individually, as well as have a small class size (Myers, 1997;O'Kane & Hayes, 2006;Stormont et al, 2005). One common finding from the qualitative and quantitative data related to transitioning difficulties has been determined as honoring friends.…”

“…A comparative analysis of both native and foreign literature on transition was performed. The main literature considered in this framework is as follows: Bakkaloğlu (2004); Chadwick and Kemp (2000a); Chadwick and Kemp (2002); Daley, Munk, and Carlson (2011);Entwistle and Alexander (1998);Fowler et al (1991); Rimm-Kaufman, ; ; Rous, Hallam, McCormick, and Cox (2010); Stormont et al (2005). After the literature review, the area teachers were consulted to gather detailed information.…”

“…A smooth and successful transition process leads to positive long-term results in a child's development, and the child may adapt quickly to school. If the transition process is difficult and problematic, the child's adaptation to school is disrupted, which influences the education process of a child with special needs and insufficient opportunities in academic and social fields (Stormont, Beckner, Mitchell, & Richter, 2005;Yeboah, 2002).…”