An Ecological Perspective on the Transition to Kindergarten: A Theoretical Framework to Guide Empirical Research

Journal of Applied Developmental Psychology

Volumn 21, Issue 5, 2000, Pages 491-511

  Rimm Kaufman, Sara E ^a   Pianta, Robert C ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000521554     PISSN: 01933973     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0193-3973(00)00051-4     Document Type: Article

References (109)

1. Adelman H.S. Restructuring education support services and integrating community resources. Beyond the full service school model School Psychology Review. 25(4):1996;431-445.
2. Alexander, K. L., & Entwisle, D. R. (1988). Achievement in the first 2 years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53(2, Serial No. 218).
3. Barnett W.S. Long-term cognitive and academic effects of early childhood education on children in poverty. Preventive Medicine. 27:1998;204-207.
4. Barth J., Parke R. The impact of the family on children's early school adjustment. Sameroff A.J., Haith M.M. The five to seven year shift. The age of reason and responsibility:1996;329-362 The University of Chicago Press, Chicago.
5. Belsky J., MacKinnon C. Transition to school. Developmental trajectories and school experiences Early Education and Development. 5(2):1994;106-119.
6. Bempechat J. The role of parent involvement in children's academic achievement. A review of the literature. Trends and Issues No. 14:1990;Columbia University, Institution for Urban and Minority Education. (ERIC Document Reproduction Service No. ED 322 285), New York.
7. Bredekamp S., Copple C. Developmentally appropriate practice in early childhood programs. 1997;National Association for the Education of Young Children, Washington, DC.
8. Bronfenbrenner U., Morris P.A. The ecology of developmental processes. Damon W., Lerner R. Handbook of child psychology (Vol. 1). 1998;993-1028 John Wiley & Sons, New York.
9. Bruno R. U.S. Census Bureau. The Official Statistics:1993;School Enrollment. [On-line] Available: http://www.census.gov/population/www/pop-profile/schenrol.html.
10. Burts D.C., Hart C.H., Charlesworth R., Kirk L. A comparison of frequencies of stress behaviors observed in kindergarten children in classrooms with developmentally appropriate vs. developmentally inappropriate instructional practices. Early Childhood Research Quarterly. 5:1990;407-423.
11. Carlton M.P., Winsler A. School readiness. The need for a paradigm shift School Psychology Review. 28(3):1999;338-352.
12. Making a difference. 1995;Chapel Hill Training and Outreach Project, Chapel Hill, NC.
13. Chase-Lansdale P.L., Gordon R.A. Economic hardship and the development of five- and six-year-olds. Neighborhood and regional perspectives Child Development. 67:1996;3338-3367.
14. Christenson S.L. Families and schools. Rights responsibilities, resources, and relationships Pianta R.C., Cox M. The transition to kindergarten. Research, policy, training, and practice:1999;143-178 Paul Brooks Publishers, Baltimore, MD.
15. Christian K., Morrison F.J., Bryant F.B. Predicting kindergarten academic skills. Interactions among child care, maternal education, and family literacy environments Early Childhood Research Quarterly. 13(3):1998;501-521.
16. Comer J.P. School power. 1980;Free Press, New York.
17. Comer J.P., Haynes N.M. Parent involvement in schools. An ecological approach The Elementary School Journal. 91(3):1991;271-277.
18. Connors L.J., Epstein J.L. Parent and school partnerships. Bornstein M. Handbook of parenting. Vol. 4. Applied and practical parenting:1995;437-458 Erlbaum, Mahwah, NJ.
19. Corsaro W.A. Early education, children's lives, and the transition from home to school in Italy and the United States. International Journal of Comparative Sociology. 37:1996;121-139.
20. Cost, Quality, and Child Outcomes Study Team. (1995, June). Cost, quality and child outcomes in child care centers (Technical report). Denver: University of Colorado at Denver, Department of Economics, Center for Research in Economic and Social Policy.
21. Coulton C.J., Korbin J.E., Su M., Chow J. Community level factors and child maltreatment rates. Child Development. 66:1995;1262-1276.
22. Dauber S., Alexander K., Entwisle D. Characteristics of retainees and early precursors of retention in grade. Who is held back? Merrill-Palmer Quarterly. 39(3):1993;326-343.
23. Dwyer, D., & Hecht, J. B. (1992). Causes underlying minimal involvement in the education of their children. Chicago: Illinois State University. Paper presented at the meeting of the Mid-Western Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No ED 353 059).
24. Ellwein, M. C., Walsh, D. J., Eads, G. M., & Miller, A. (1991). Using readiness tests to route kindergarten students: The snarled intersection of psychometrics, policy, and practice. Educational Evaluation and Policy Analysis, 13(2), pp. 159-175.
25. Entwisle D.R., Alexander K.L. Entry into school. The beginning school transition and educational stratification in the United States Annual Review of Sociology. 19:1993;401-423.
26. Entwisle D.R., Alexander K.L., Cadigan D., Pallas A.M. Kindergarten experience. Cognitive effects or socialization? American Educational Research Journal. 24(3):1987;337-364.
27. Epstein, J. L. (1996). Advances in family, community, and school partnerships. New Schools, New Communities, 12(3), 5-13.
28. Epstein J.L., Dauber S.L. School programs and teacher practices of parent involvement in inner-city elementary and middle schools. Elementary School Journal. 91:1991;289-303.
29. Estrada P., Arsenio W.F., Hess R.D., Holloway S.D. Affective quality of the mother-child relationship. Longitudinal consequences for children's school-relevant cognitive functioning Developmental Psychology. 23(2):1985;210-215.
30. Feiring, C., & Lewis, M. (1989, April). The transition from home to school in children's social networks. Paper presented at the meeting of the Society for Research in Child Development, Kansas City, MO.
31. Feldman L.M. Family and community supports provided for low-income children in the Syracuse Prekindergarten Program. A follow-up study Early Child Development and Care. 111:1995;69-85.
32. Flavell J.H. The development of children's knowledge about the mind. From cognitive connections to mental representations Astington J., Harris P., Olson D. Developing theories of mind. 1988;244-267 Cambridge University Press, New York.
33. Fowler S.A., Schwartz I., Atwater J. Perspectives on the transition from preschool to kindergarten for children with disabilities and their families. Exceptional Children. 58(2):1991;136-145.
34. Garbarino J., Sherman D. High-risk neighborhoods and high-risk families. The human ecology of child maltreatment Child Development. 51:1980;188-198.
35. Graue E. Ready for what? Constructing meanings of readiness for kindergarten. 1993;State University of New York Press, New York.
36. Graue E. Integrating diverse perspectives on kindergarten contexts and practice. Pianta R.C., Cox M. The transition to kindergarten. Research, policy, training, and practice:1999;109-143 Paul Brooks Publishers, Baltimore, MD.
37. Greene, A., Mulholland, L., & Shaw, K. (1993). Head Start goes to school: 1992-93 evaluation report. Arizona State University, School of Public Affairs, Morrison Institute for Public Policy.
38. Haines A.H., Fowler S.A., Schwartz I.S., Kottwitz E., Rosenhoetter S. A comparison of preschool and kindergarten teacher expectations for school readiness. Early Childhood Research Quarterly. 4:1989;75-88.
39. Haynes N.M., Ben-Avie M. Parents as full partners in education. Booth A., Dunn J. Family-school links. 1996;45-56 Erlbaum, Mahwah, NJ.
40. Heaviside S., Farris E. Public school kindergarten teachers' views on children's readiness for school (NCES No. 93-410). 1993;US Department of Education, Office of Educational Research and Improvement, Washington, DC.
41. Henderson A.T., Berla N. The Family is critical to student achievement. 1997;Center for Law and Education, Washington, DC.
42. Holtzman W.H. School of the future. 1992;American Psychological Association, Washington, DC.
43. Housden R., Kam R. Full day kindergarten. A summary of research:1992;San Juan Unified School District. (ERIC Document Reproduction Service No. ED 345 868), Carmichael, CA.
44. Howes C. Relations between early child care and schooling. Developmental Psychology. 24(1):1988;53-57.
45. Howes C. Can the age of entry into child care and the quality of child care predict adjustment in kindergarten? Developmental Psychology. 26(2):1990;292-303.
46. Howes C., Matheson C.C., Hamilton C.E. Maternal, teacher, and child care history correlates of children's relationships with peers. Child Development. 65:1994;264-273.
47. Howes C., Phillepsen L.C., Peisner-Feinberg E. The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology. 38:2000;113-132.
48. Kagan S.L., Neuman M.J. Lessons from three decades of transition research. The Elementary School Journal. 98(4):1998;365-379.
49. Kagan S.L., Neville P.R. Combining endogenous and exogenous factors in the shift years. The transition to school Sameroff A.J., Haith M.M. The Five to seven year shift. The age of reason and responsibility:1996;387-405 The University of Chicago Press, Chicago.
50. Katims D.S., Pierce P.L. Literacy-rich environments and the transition of young children with special needs. Topics in Early Childhood Special Education. 15(2):1995;219-234.
51. Korbin, J. E., & Coulton, C. J. (1997). Understanding the neighborhood context for children and families: Combining epidemiological and ethnographic approaches. In J. Brooks-Gunn, G. J. Duncan, & J. L. Alber (Eds.), Neighborhood poverty: Context and consequences for children. New York: Russell Sage Foundation Press.
52. Ladd G.W. Having friends, keeping friends, making friends, and being liked by peers in the classroom. Predictors of children's early school adjustment? Child Development. 61:1990;1081-1100.
53. Ladd G.W. Shifting ecologies during the 5 to 7 year period. Predicting children's adjustment during the transition to grade school Sameroff A.J., Haith M.M. The five to seven year shift. The age of reason and responsibility:1996;363-386 The University of Chicago Press, Chicago.
54. Ladd G.W., Hart C.H. Creating informal play opportunities. Are parents and preschooler's initiations related to children's competence with peers? Developmental Psychology. 24:1992;1179-1187.
55. Ladd G.W., Price J.M. Predicting children's social and school adjustment following the transition from preschool to kindergarten. Child Development. 58:1987;1168-1189.
56. LaParo, K., & Pianta, R. C. (1999). Academic and social predictors of early school outcomes: A meta-analysis. Manuscript in preparation.
57. Love J.M., Logue M.E., Trudeau J.V., Thayer K. Transitions to kindergarten in American schools. 1992;U.S. Department of Education, Portsmouth, NH. (Contract No. LC 88089001).
58. Love J.M., Yelton B. Smoothing the road from preschool to kindergarten. Principal. 68(5):1989;26-27.
59. Masten A., Miliotis D., Graham-Bermann S., Ramirez M., Neeman J. Children in homeless families. Risks to mental health and development Journal of Consulting and Clinical Psychology. 61(2):1993;335-343.
60. Meisels, S. J. (1997, April). Discussant for individual differences in the transition to school: Language, literacy, and context. In L. Vernon-Feagans (Chair), Individual differences in the transition to school: Language, literacy, and context. Symposium conducted at the meeting of Society for Research in Child Development, Washington, DC.
61. Meisels S.J. Assessing readiness. Pianta R.C., Cox M. The transition to kindergarten. Research, policy, training, and practice:1999;39-66 Paul Brooks Publishers, Baltimore, MD.
62. Meisels S.J., Liaw F.R. Failure in grade. Do retained students catch up? Journal of Educational Research. 87(2):1993;69-77.
63. Moles O.C. Collaboration between schools and disadvantaged parents. Obstacles and openings Chavkin N.F. Families And schools in a pluralistic society. 1993;21-52 State University of New York Press, Albany, NY.
64. National education goals report executive summary. Improving education through family-school-community partnerships:1995;National Education Goals Panel, Washington, DC.
65. Special early childhood report. 1997;National Education Goals Panel, Washington, DC.
66. Ready schools. 1998;National Education Goals Panel, Washington, DC.
67. Nelson K. Memory development from 4 to 7 years. Sameroff A.J., Haith M.M. The five to seven year shift. The age of reason and responsibility:1996;141-160 The University of Chicago Press, Chicago.
68. Early child care and self-control, compliance, and problem behavior at 24 and 36 months. Child Development. 69:1998;1145-1170.
69. Pianta R.C., Ball R.M. Maternal social support as a predictor of child adjustment in kindergarten. Journal of Applied Developmental Psychology. 14:1993;107-128.
70. Pianta R.C., Cox M.J. The changing nature of the transition to school. Trends for the next decade Pianta R.C., Cox M.J. The transition to kindergarten. 1999;363-380 Paul H. Brookes Publishing, Baltimore, MD.
71. Pianta R.C., Cox M.J., Early D., Taylor L. Kindergarten teachers' practices related to the transition into school. Results of a national survey Elementary School Journal. 100(1):1999;71-86.
72. Pianta R.C., Harbers K. Observing mother and child behavior in a problem solving situation at school entry. Relations with academic achievement Journal of School Psychology. 34:1996;221-224.
73. Pianta R.C., Kraft-Sayre M. Parents' observations about their children's transitions to kindergarten. Young Children. 54(3):1999;47-52.
74. Pianta R.C., McCoy S.J. The first day of school. The predictive validity of early school screening Journal of Applied Developmental Psychology. 18:1997;1-22.
75. Pianta R.C., Nimetz S.L., Bennett E. Mother-child relationships, teacher-child relationships and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly. 12:1997;263-280.
76. Pianta R.C., Smith N., Reeve R. Observing mother and child behavior in a problem-solving situation at school entry. Relations with classroom adjustment School Psychology Quarterly. 6:1991;1-16.
77. Pianta R.C., Walsh D.J. High-risk children in schools. Constructing sustaining relationships:1996;Routledge, New York.
78. Raffaele L.M., Knoff H.M. Improving home-school collaboration with disadvantaged families. Organizational principles, perspectives, and approaches School Psychology Review. 28(3):1999;448-466.
79. Ramey C.T., Campbell F.A. Poverty, early childhood education, and academic competence. The Abecedarian experiment Huston A.C. Children in poverty. Child development and public policy:1991;190-221 Cambridge University Press, New York.
80. Ramey S.L., Ramey C.T. Early educational intervention with disadvantaged children - to what effect? Applied and Preventive Psychology. 1:1992;131-140.
81. Ramey C.T., Ramey S.L. Beginning school for children at risk. Pianta R.C., Cox M.J. The transition to kindergarten. 1999;217-252 Paul H. Brookes Publishing, Baltimore, MD.
82. Continuity in early childhood. A framework for home, school, and community:1995;Author, Washington, DC.
83. Repetto J.B., Correa V.I. Expanding views on transition. Exceptional Children. 62(6):1996;551-563.
84. Reynolds A.J. A structural model of first-grade outcomes for an urban, low socioeconomic status, minority population. Journal of Educational Psychology. 81(4):1989;594-603.
85. Reynolds A.J. Early schooling of children at risk. American Educational Research Journal. 28(2):1991;392-422.
86. Rimm-Kaufman, S. E. (1996). Infant predictors of kindergarten behavior: The contribution of inhibited and uninhibited temperament types. Unpublished doctoral dissertation, Harvard University.
87. Rimm-Kaufman S.E., Pianta R.C. Patterns of family-school contact in preschool and kindergarten. School Psychology Review. 28(3):1999;426-438.
88. Roberts R.N., Akers A.L., Behl D.D. Family-level service coordination within home visiting programs. Topics in Early Childhood Special Education. 16(3):1996;279-301.
89. Rosenkoetter S. It's a big step. A guide for transition to kindergarten:1995;Kansas Coordinating Council on Early Childhood Developmental Services. (ERIC Document Reproduction Service No. ED 385 087), Topeka, KS.
90. Rous B. Project STEPS (Systematic Transition to Education in the Public Schools) transition facilitator training manual. 1993;Project STEPS, Lexington, KY.
91. Rous B., Hemmeter M.L., Schuster J. Sequenced transition to education in the public schools. A systems approach to transition planning Topics in Early Childhood Special Education. 14(3):1994;374-393.
92. Sameroff A.J. Principles of development and psychopathology. Sameroff A., Emde R. Relationship disturbances in early childhood. 1989;17-32 Basic Books, New York.
93. Sameroff A.J. General system theories and psychopathology. Cicchetti D., Cohen D. Developmental psychopathology (Vol. 1). 1995;659-695 Wiley, New York.
94. Sameroff A.J., Haith M.M. The five to seven year shift. 1996;The University of Chicago Press, Chicago.
95. Sampson R.J. Family management and child development. Insights from social disorganization theory McCord J. Advances in criminological theory, (Vol. 3). 1992;63-93 Transaction Books, New Brunswick, NJ.
96. Schoen M.J., Nagle R.J. Prediction of school readiness from kindergarten temperament scores. Journal of School Psychology. 32(2):1994;135-147.
97. Schorr L.B., Schorr D. Within our reach. Breaking the cycle of disadvantage:1988;Doubleday/Anchor, New York.
98. Seppanen, P. S., Godin, K. W., Metzger, J. L., Bronson, M., & Cichon, D. J. (1993). Observational study of early childhood programs: Vol. 2. Final report. Washington, DC: US Department of Education. (ERIC Document Reproduction Service No. ED 366 469).
99. Skarpness L.R., Carson D.K. Temperament, communicative competence and the psychological adjustment of kindergarten children. Psychological Reports. 59(3):1987;1299-1306.
100. Slavin R.E. Class size and student achievement. Small effects of small classes Educational Psychologist. 24(1):1989;99-110.
101. Passages. Providing continuity from preschool to school:1995;Author, Atlanta.
102. Stauder J., Molenaar P., van der Molen M. Scalp topography of event-related brain potentials and cognitive transition during childhood. Child Development. 64:1993;769-788.
103. Stone B.J., Gridley B.E. Test bias of a kindergarten screening battery. Predicting achievement for White and Native-American elementary students School Psychology Review. 20(1):1991;132-139.
104. Sturner R.A., Funk S.G., Green J.A. Preschool speech and language screening. Further validation of the sentence repetition screening test Developmental and Behavioral Pediatrics. 17(6):1996;405-413.
105. Thatcher R.W. Cyclic cortical reorganization. Origins of human cognitive development Dawson G., Fischer K.W. Human behavior and the developing brain. 1994;233-266 Guilford Press, New York.
106. Walker D., Greenwood C., Hart B., Carta J. Prediction of school outcomes based on early language production and socioeconomic factors. Child Development. 65:1994;606-621.
107. Whiting B.B., Edwards C.P. Children of different worlds. 1988;Harvard University Press, Cambridge, MA.
108. Word, E., Johnston, J., Bain, H. P., Fulton, B. D., Zaharias, J. B., Lintz, M. N., Achilles, C. M., Folger, J., & Breda, C. (1990). Student/teacher achievement ratio (STAR): Tennessee's K-3 class size study (Report No. PS018882). (ERIC Document Reproduction Service No. ED 320 692).
109. Zill, N., & Collins, M. (1995). Approaching kindergarten: A look at preschoolers in the United States (NCES No. 95-280). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.