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A place to find resources for any specific transition topics 

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A place to find resources for any specific transition topics 

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I would like to see children's experiences be connected between their birth to 5 and elementary school experiences. I would like to see curriculum and approaches to learning be aligned so children feel confident that they know how to navigate learning in the classroom and are able to build on their previous experiences and knowledge.

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I would like to see children's experiences be connected between their birth to 5 and elementary school experiences. I would like to see curriculum and approaches to learning be aligned so children feel confident that they know how to navigate learning in the classroom and are able to build on their previous experiences and knowledge.

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A resource that is easy for people to access, navigate, and understand.

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A resource that is easy for people to access, navigate, and understand.

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Toolkits can include little books, brochures, or handouts that describe the importance of transitions from birth to Kindergarten, and what adults can do to enhance quality transition experiences.

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A resource that is inclusive of students with disabilities and their families

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A resource that is inclusive of students with disabilities and their families

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I would like to see family partnerships and supports be connected between childcare to preschool to school so families have predictable and understandable ways to connect with school for their children's learning.

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I would like to see family partnerships and supports be connected between childcare to preschool to school so families have predictable and understandable ways to connect with school for their children's learning.

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Transition kit objective:  develop common language among parents, educators and child care providers specific to transitions.

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Transition kit objective:  develop common language among parents, educators and child care providers specific to transitions.

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A user friendly document with examples of effective transitions.

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A user friendly document with examples of effective transitions.

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Specific age-appropriate activities and resources that are helpful to adults

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Examples of best practices around Nebraska from schools, child care providers, and parents.

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I would like it to have resources for parents helping children transition, children transitioning to a new classroom/place, and for teachers on both sides of the transition. 

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I would like it to have resources for parents helping children transition, children transitioning to a new classroom/place, and for teachers on both sides of the transition. 

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A specific place for educators to find resources that will assist in the transition. Possibly a screener for early childhood students moving into kindergarten. Communication between providers and districts.

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Resources for parents to understand what to expect from the transition from Preschool to Kindergarten.

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I would like to see parent/child activities and resources to smooth this transition period for children.

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Agree on a common language of understanding.

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Agree on a common language of understanding.

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I would like to see a developmentally appropriate alignment of expectations for young children as they move from early childhood programs into public school programs. 

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I would like to see a developmentally appropriate alignment of expectations for young children as they move from early childhood programs into public school programs. 

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An inclusive document/resource supporting work with historically marginalized populations:  Children with disabilities, English language learners, race, socio-economic differences.

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Information for parents that describe what are appropriate behavioral expectations for kindergarten and how to advocate for their child

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Information for parents that describe what are appropriate behavioral expectations for kindergarten and how to advocate for their child

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Share best practice timelines/responsibilities for transitions.  Responsibilities for each role, parent, educator, provider.

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Share best practice timelines/responsibilities for transitions.  Responsibilities for each role, parent, educator, provider.

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Keeping equity in mind when crafting this toolkit. 

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Keeping equity in mind when crafting this toolkit. 

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I would like kindergarten professionals to gain a better understanding of important concepts in preschool education

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I would like kindergarten professionals to gain a better understanding of important concepts in preschool education

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Have developmentally appropriate expectations very clear for parents and for staff.

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Have developmentally appropriate expectations very clear for parents and for staff.

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Examples/ideas for schools to help support incoming Kindergarten students and ways to work with their current teachers before they transition.

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Examples/ideas for schools to help support incoming Kindergarten students and ways to work with their current teachers before they transition.

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Videos on Social media to support successful transitions.

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Responsiblities for each role, (parent, educator, provider)

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Responsiblities for each role, (parent, educator, provider)

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Toolkits and resources available in different languages.

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A document that helps align the NDE early childhood system with the K-12+ system

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A document that helps align the NDE early childhood system with the K-12+ system

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For Childcare professionals, tips they can use to lift up their important role in the transition process to others in their communities

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smoother transitions in SEL, child-directed learning, assumed lived experiences

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smoother transitions in SEL, child-directed learning, assumed lived experiences

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Also, using social media as a way to tell stories as it pertains to the toolkits. 

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Also, using social media as a way to tell stories as it pertains to the toolkits. 

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Making parents/families aware that Kindergarten is a warm,welcoming, and inclusive place for children of all abilities, including those receiving special education services. It is the school’s responsibility to be ready for your child. This means having all the necessary equipment or assistive technology available, having the appropriate modifications made to schedules or curriculum, and establishing the needed supports and services. This information is documented within a child’s Individualized Education Plan (IEP) and implemented on the child’s first day of kindergarten to set him/her on a successful path in their first school experience. 

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Making parents/families aware that Kindergarten is a warm,welcoming, and inclusive place for children of all abilities, including those receiving special education services. It is the school’s responsibility to be ready for your child. This means having all the necessary equipment or assistive technology available, having the appropriate modifications made to schedules or curriculum, and establishing the needed supports and services. This information is documented within a child’s Individualized Education Plan (IEP) and implemented on the child’s first day of kindergarten to set him/her on a successful path in their first school experience. 

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Ways to navigate difficult discussions around transitions for parents to have with child care providers and school staff, etc.

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Support for administrators/directors to allow time and support for staff to provide time and resources for individualized transitions, supporting every child who is transitioning.

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A resource to support developmentally appropriate practices for kindergarten teachers. 

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A resource to support developmentally appropriate practices for kindergarten teachers. 

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What is involved in K readiness?

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Educate communities on importance of this transition.  Include education pieces could be used for Week of the Young Child, etc....

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Educate communities on importance of this transition.  Include education pieces could be used for Week of the Young Child, etc....

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Great point Alyssa! I feel we also need to educate K-12 educators and administrators.

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Great point Alyssa! I feel we also need to educate K-12 educators and administrators.

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PK-3: What Does it Mean for Instruction? - National P-3 Center

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This report provides guidance for policymakers and education practitioners alike on how to purposefully connect instructional approaches from PreK to the early years of elementary school. As the authors note, "simply stating that there is a need for continuity from the preschool years to the early years of elementary school is not enough.

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Include where/who/how a parent can contact with concerns regarding their child's transition plan or  real time experience that may not be meeting their expectations. 

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Include where/who/how a parent can contact with concerns regarding their child's transition plan or  real time experience that may not be meeting their expectations. 

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focus on individual needs of children, stay away from "your child is the only one with this problem/behavior" need to "fix" the child

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focus on individual needs of children, stay away from "your child is the only one with this problem/behavior" need to "fix" the child

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This paper makes a case for conceptualising transitions from the before school sector to the compulsory years of schooling as continuity practices. It begins by presenting an overview and critique of constructions of transitions to school that contribute to contemporary discourses and agendas (e.g. the conflation of transitions and readiness). Then recent international trends in understanding transitions as continuity are analysed and synthesised into three broad categories: structural, developmental and contextual continuities. These categories are subsequently used to develop a conceptual model for reframing transitions. The model is then used to first, examine a snapshot of familiar Australian transitions practices; second, highlight the interdependence of the practices and the sites in which they are enacted; and third, support the argument to reframe transitions as continuity practices. Finally, contributions the paper makes to transitions to school theory, research and practice are explicated.

Descriptors: Models, Educational Practices, Foreign Countries, Criticism, School Readiness, Educational Trends, Trend Analysis, Educational Theories, Preschool Children, Compulsory Education, Developmental Tasks, Role

Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/

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ERIC - EJ1188241 - Reframing Transitions to School as Continuity Practices: The Role of Practice Architectures, Australian Educational Researcher, 2018-Sep

# data[].attributes.attachment_link.description
This paper makes a case for conceptualising transitions from the before school sector to the compulsory years of schooling as continuity practices. It begins by presenting an overview and critique of constructions of transitions to school that contribute to contemporary discourses and agendas (e.g. the conflation of transitions and readiness).

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Having a resource hub for families who do not know how to navigate school settings.  Helping them gain confidence and expertise in being strong advocates for their children and families.

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recognition that the lived experiences of children transitioning now do not come with the same lived experiences/kinder prep of those that did before COVID

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recognition that the lived experiences of children transitioning now do not come with the same lived experiences/kinder prep of those that did before COVID

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Social emotional considerations due to pandemic stress and lack of quality/typical environments.  

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Social emotional considerations due to pandemic stress and lack of quality/typical environments.  

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So true Erika!! Educators are leaving the field b/c of K-12 educators & administrators mis-understanding of early childhood.

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So true Erika!! Educators are leaving the field b/c of K-12 educators & administrators mis-understanding of early childhood.