The Social Ecology of the Transition to School: Classrooms, Families, and Children

Blackwell Handbook of Early Childhood Development

Volumn , Issue , 2008, Pages 490-507

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

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

Curriculum; Individual differences; Ready schools; Stimulation; Transition ecology

Indexed keywords

EID: 47349133654     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9780470757703.ch24     Document Type: Chapter

References (87)

1. Administration on Children, Youth and Families. (1999). Head Start program performance measures: Second progress report. Washington, DC: US Department of Health and Human Services.
2. Administration on Children, Youth and Families. (2000). Head Start program performance measures: Longitudinal findings from the FACES study. Washington, DC: US Department of Health and Human Services.
3. Administration on Children, Youth and Families. (2001). Head Start program performance measures: Third progress report. Washington, DC: US Department of Health and Human Services.
4. Administration on Children, Youth and Families. (2002). Head Start program information report (National Level Summary, Report 5). Washington, DC: US Department of Health and Human Services.
5. 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).
6. Alper, S., Schloss, P J., & Schloss, C. N. (1996). Families of children with disabilities in elementary and middle school: Advocacy models and strategies. Exceptional Children, 62(3), 261-70.
7. Barth, R. (1979). Home-based reinforcement of school behavior: A review and analysis. Review of Educational Research, 49(3), 436-458.
8. Barth, J., & Parke, R. (1996). The impact of the family on children's early school adjustment. In A. J. Sameroff & M. M. Haith (Eds.), The five to seven year shift: The age of reason and responsibility (pp. 329-362). Chicago: University of Chicago Press.
9. Belsky, J., & MacKinnon, C. (1994). Transition to school: Developmental trajectories and school experiences. Early Education and Development, 5(2), 106-119.
10. Bempechat, J. (1990). The role of parent involvement in children's academic achievement: A review of the literature. Trends and Issues No. 14. New York: Columbia University, Institution for Urban and Minority Education. (ERIC Document Reproduction Service No. ED 322 285.).
11. Blank, H., Schulman, K., & Ewen, D. (1999). Seeds of success: State pre-kindergarten initiatives, 1998-1999• Washington, DC: Children's Defense Fund.
12. Bradley, R. H., Caldwell, B. M., & Rock, S. L. (1988). Home environment and school performance: A ten-year follow-up and examination of three models of environmental action. Child Development, 59, 852-867.
13. Bryant, D., Clifford, R., Early, D., Pianta, R., Howes, C., Barbarin, O., & Burchinal, M. (2002, November). Findings from the NCEDL Multi-State Pre-Kindergarten Study. Annual meeting of the National Association for the Education of Young Children, New York.
14. Bryant, D., Clifford, R., Saluja, G., Pianta, R., Early, D., Barbarin, O., Howes, C., & Burchinal, M. (2002). Diversity and directions in state pre-kindergarten programs. Chapel Hill: University of North Carolina, FPG Child Development Institute, NCEDL. Available at http:llwww.fpg.unc.edu/~ncedl/PDFs/diversity_direct.pdf.
15. Carnegie Task Force on Meeting the Needs of Young Children. (1994). Starting points: Meeting the needs of our youngest children. New York: Carnegie Corporation of New York.
16. Clifford, R., Barbarin, O., Chang, F., Early, D., Bryant, D., Howes, C., Burchinal, M., & Pianta, R. (2005). What is pre-kindergarten? Characteristics of public pre-kindergarten programs. Applied Developmental Science, 9, 126-143.
17. Clifford, R., Early, D. M., & Hills, T. (1999). Almost a million children in school before kindergarten. Young Children, 54(5), 48-51.
18. Comer, J. P, & Haynes, N. M. (1991). Parent involvement in schools: An ecological approach. The Elementary School Journal, 91(3), 271-277.
19. Dwyer, C. M., Chait, R., & McKee, P. (2000). Building strong foundation for early learning. Washington, DC: US Department of Education, Planning, and Evaluation Service.
20. Education Commission of the States. (2000). Easing the transition to kindergarten [On-line]. Retrieved from http:llwww.ecs.orglclearinghousel12l03H203.htm.
21. Epstein, J. L. (1987). Parent involvement: What research says to administrators. Education and Urban Society, 19(2), 119-136.
22. Epstein, J. L. (1992). School and family partnerships. In M. Alkin (Ed.), Encyclopedia of educational research (6th ed., pp. 1139-1151). New York: Macmillan.
23. Epstein, J. L. (1996). Advances in family, community, and school partnerships. New Schools, New Communities, 12(3), 5-13.
24. Epstein, J. L. (2001). School, family, and community partnerships. Boulder, CO: Westview.
25. Estrada, P, Arsenio, W. F., Hess, R. D., & Holloway, S. D. (1985). Affective quality of the mother-child relationship: Longitudinal consequences for children's school-relevant cognitive functioning. Developmental Psychology, 23(2), 210-215.
26. Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367-376.
27. Fowler, S. A., Schwartz, I., & Atwater, J. (1991). Perspectives on the transition from preschool to kindergarten for children with disabilities and their families. Exceptional Children, 58(2), 136-145.
28. Hamre, B. K., & Bridges, M. (2004). Early care and education staff preparation, quality, and child development: A review of the literature. Manuscript submitted for review.
29. Helburn, S. W. (1995). Center structure: Staff policies and characteristics. In S. W. Helburn (Ed.), Cost, quality, and child outcomes in child care centers: Technical report (pp. 91-124). Denver: Economics Department, University of Colorado at Denver.
30. Holtzman, W. H. (1992). School of the future. Washington, DC: American Psychological Association.
31. Huffman, L. R., & Speer, P. W. (2000). Academic performance among at-risk children: The role of developmentally appropriate practices. Early Childhood Research Quarterly, 15(2), 167-184.
32. Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children's education and school performance. American Journal of Community Psychology, 27(6), 817-830.
33. Katims, D. S., & Pierce, P L. (1995). Literacy-rich environments and the transition of young children with special needs. Topics in Early Childhood Special Education, 15(2), 219-234.
34. Katz, L. G. (1987). Early education: What should young children be doing? In S. L. Kagan & E. F. Zigler (Eds.), Early schooling: The national debate (pp. 151-167). New Haven: Yale University Press.
35. La Paro, K. M., & Pianta, R. C. (2001). Predicting children's competence in the early school years: A meta-analytic review. Review of Educational Research, 70(4), 443-484.
36. La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). Classroom Assessment Scoring System (CLASS): Findings from the Pre-K Year. Elementary School Journal, 104(5), 409-426.
37. Love, J. M., Logue, M. E., Trudeau, J. V., & Thayer, K. (1992). Transitions to kindergarten in American schools (Contract No. LC 88089001). Portsmouth, NH: US Department of Education.
38. Masten, A., Miliotis, D., Graham-Bermann, S., Ramirez, M., & Neeman, J. (1993). Children in homeless families: Risks to mental health and development. Journal of Consulting and Clinical Psychology, 61(2), 335-343.
39. Meisels, S. J. (1999). Assessing readiness. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 39-66). Baltimore: Brookes Publishing.
40. Meisels, S. J., & Atkins-Burnett, S. (2000). The elements of early childhood assessment. In J. P Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 231-257). New York: Cambridge University Press.
41. Mokuau, N., & Tauili'ili, P. (1998). Families with Native Hawaiian and Samoan roots. In E. W. Lynch & M. J. Hanson (Eds.), Developing cross-cultural competence: A guide for working with young children and their families (2nd ed., pp. 409-441). Baltimore: Brookes Publishing.
42. National Association for the Education of Young Children. (1998). Accreditation criteria and procedures of the National Association for the Education of Young Children. Washington, DC: Author.
43. National Center for Education Statistics. (1994). School and Staffing Survey 1993-1994: Principal's Survey. Washington, DC: US Department of Education.
44. National Center for Education Statistics. (1999). America's kindergartners. Washington, DC: US Department of Education.
45. National Center for Education Statistics. (2000). America's Kindergartners. Washington, DC: US Department of Education.
46. National Center for Education Statistics. (2003). Overview and inventory of state education reforms: 1990-2000. Washington, DC: US Department of Education, Institute of Education Sciences.
47. National Education Goals Panel. (1995). National Education Goals Report Executive Summary: Improving education through family-school-community partnerships. Washington, DC: Author.
48. National Education Goals Panel. (1998). Ready schools. Washington, DC: Author.
49. National Governors' Association Center for Best Practices. (2004). NGA Task Force on School Readiness: A discussion framework. Washington, DC: NGA.
50. NICHD Early Child Care Research Network. (1999). Child outcomes when child care center classes meet recommended standards for quality. American Journal of Public Health, 89, 1072-1077.
51. NICHD Early Child Care Research Network. (2002). Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39, 133-164.
52. NICHD Early Child Care Research Network. (2004). Does class size in first grade relate to changes in child academic and social performance or observed classroom processes? Developmental Psychology, 40, 651-664.
53. NICHD Early Child Care Research Network. (2005). A day in third grade: Observational descriptions of third grade classrooms and associations with teacher characteristics. Elementary School Journal, 105, 305-323.
54. NICHD Early Child Care Research Network. (submitted). Age of entry to kindergarten and children's academic achievement and socioemotional development. Journal of Educational Psychology.
55. Oden, S., & Ricks, J. (1990, April). Follow-up study of Head Start's role in the lives of children and families: Interim report. Paper presented at the annual meeting of the American Educational Research Association, Boston.
56. Pew Hispanic Center/Kaiser Family Foundation, 2004. National Survey of Latinos: Education. Available at http://www.kjf.org/kaiserpolls/3031.cfm.
57. Phillipsen, L. C., Cryer, D., & Howes, C. (1995). Classroom processes and classroom structure. In S. W. Helburn (Ed.), Cost, quality and child outcomes in child care centers: Technical report (pp. 125-158). Denver: Economics Department, University of Colorado at Denver.
58. Pianta, R. C. (2003). Standardized classroom observations from pre-k to 3rd grade: A mechanism for improving classroom quality and practices, consistency of P-3 experiences, and child outcomes. A Foundation for Child Development working paper. New York: Foundation for Child Development.
59. Pianta, R. C., Cox, M., Early, C., & Taylor, L. (1999). Kindergarten teachers' practices related to the transition to school: Results of a national survey. Elementary School Journal, 100(1), 71-86.
60. Pianta, R. C., & Harbers, K. (1996). Observing mother and child behavior in a problem-solving situation at school entry: Relations with academic achievement. Journal of School Psychology, 34, 307-322.
61. Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Deveopmental Science, 9, 144-159.
62. Pianta, R. C., & Kraft-Sayre, M. (2003). Successful kindergarten transition. Baltimore: Brookes Publishing.
63. Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2004). Classroom Assessment Scoring System (CLASS). Unpublished measure, University of Virginia.
64. Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal, 102(3), 225-238.
65. Pianta, R. C., Smith, N., & Reeve, R. (1991). Observing mother and child behavior in a problemsolving situation at school entry: Relations with classroom adjustment. School Psychology Quarterly, 6, 1-16.
66. Pianta, R. C., & Walsh, D. J. (1996). High-risk children in schools: Constructing sustaining relationships. New York: Routledge.
67. Ramey, C. T., & Campbell, F. A. (1991). Poverty, early childhood education, and academic competence: The Abecedarian experiment. In A. C. Huston (Ed.), Children in poverty: Child development and public policy (pp. 190-221). New York: Cambridge University Press.
68. Rathbun, A., & Germino-Hausken, E. (2001, April). How are transition to kindergarten activities associated with parent involvement during kindergarten? American Educational Research Association, Seattle.
69. Repetto, J. B., & Correa, V. I. (1996). Expanding views on transition. Exceptional Children, 62(6), 551-563.
70. Reynolds, A. J. (1989). A structural model of first-grade outcomes for an urban, low socioeconomic status, minority population. Journal of Educational Psychology, 81(4), 594-603.
71. Rimm-Kaufman, S. E., & Pianta, R. C. (1999). Patterns of family-school contact in preschool and kindergarten. School Psychology Review, 28(3), 426-438.
72. Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21(5), 491-511.
73. Rimm-Kaufman, S. E., & Pianta, R. C. (in press). Family-school communication in preschool and kindergarten in the context of a relationship enhancing intervention. Early Education and Development.
74. Rimm-Kaufman, S. E., Pianta, R. C., Cox, M., & Bradley, R. (2003). Teacher-rated family involvement and children's social and academic outcomes in kindergarten. Early Education and Development, 14(2), 179-198.
75. Ripple, C. H., Gilliam, W. S., Chanana, N., & Zigler, E. (1999). Will fifty cooks spoil the broth? The debate over entrusting Head Start to the states. American Psychologist, 54, 327-343.
76. Roberts, R. N., Akers, A. L., & Behl, D. D. (1996). Family-level service coordination within home visiting programs. Topics in Early Childhood Special Education, 16(3), 279-301.
77. Rous, B., Hemmeter, M. L., & Schuster, J. (1994). Sequenced transition to education in the public schools: A systems approach to transition planning. Topics in Early Childhood Special Education, 14(3), 374-393.
78. Schweinhart, L. J., Barnes, H., & Weikart, D. P (1993). Significant benefits: The High/Scope Perry Preschool study through age 27. Ypsilanti, MI: High/Scope Press.
79. Shonkoff, J., & Phillips, D. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
80. Skinner, D., Bryant, D., Coffman, J., & Campbell, F. (1998). Creating risk and promise: Children's and teachers' constructions in the cultural world of kindergarten. The Elementary School Journal, 98(4), 297-312.
81. Slaughter-Defoe, D. T., Nakagawa, K., Takanishi, R., & Johnson, D. J. (1990). Toward cultural/ecological perspectives on schooling and achievement in African-and Asian-American children. Child Development, 61, 363-383.
82. Southeastern Regional Vision for Education. (1995). Passages: Providing continuity from preschool to school. Atlanta, GA: Author.
83. US Census Bureau. (2000). Enrollment status of the population 3 years old and over, by age, sex, race, Hispanic origin, nativity, and selected educational characteristics. (Population Paper Listing-148). Washington, DC: Author.
84. Vecchiotti, S. (2003). Kindergarten: An overlooked educational policy priority. Social Policy Report, 17(2), 3-19.
85. Wohl, F. (2001). Pre-kindergarten: Expanding the boundaries of education. Principal, 80(5), 22-25.
86. Wolery, M. (1999). Children with disabilities in early elementary school. In R. Pianta & M. Cox (Eds.), The transition to kindergarten (pp. 253-280). Baltimore: Brookes Publishing.
87. Zuniga, M. E. (1998). Families with Latino roots. In E. W. Lynch & M. J. Hanson (Eds.), Developing cross-cultural competence: A guide for working with young children and their families (2nd ed., pp. 209-250). Baltimore: Brookes Publishing.