Promoting Successful Transition into School: A Review of Current Intervention Practices

Three types of intervention strategies are helping children make a successful transition into kindergarten: early intervention programs, school survival skill training, and delayed school entry. Early intervention programs are early childhood and preschool programs such as Head Start. The overall long-term effectiveness of such programs has generally been impressive; however, increased kindergarten readiness scores for participating children do not always transfer to the public schools, suggesting a discrepancy in classroom organization and teacher style between preschool and primary school. School survival-skill training involves direct instruction in specific skills immediately prior to the child's transition into school. Controversy over this approach has focused on whether preparation for kindergarten is an appropriate and necessary function of preschool programs. This controversy might be eased if some of the broader developmental tasks faced by children during early school transitions could be addressed, such as learning to view themselves as successful students, and formulating strategies for learning. Delay of school entry for children who appear at-risk for early difficulties often involves placing such children in "developmental" kindergarten or first-grade programs. The thrust of this movement is maturational rather than educational. Despite the increasing use of this strategy, a review of research into delayed school entry, placement in developmental programs, or retention following kindergarten or first grade indicates overwhelmingly that these practices are rarely helpful and sometimes harmful. Factors contributing to successful school transition include personal characteristics of the child, children's school performance, family and parent characteristics, and teacher characteristics. (HTH)