 Who benefits? Head start directors' views of coordination with elementary schools to support the transition to kindergartenKyle DeMeo Cook, Rebekah Levine Coley and Kathryn Zimmermann Children and Youth Services Review, 2019, vol. 100, issue C, 393-404 Abstract: Research and theory posit that children will benefit from coordinated and aligned early education experiences, yet there is limited research on how early education and elementary school systems coordinate with one another during this period. Using qualitative interviews with Head Start directors in the U.S. (N = 16), this study identified numerous ways in which Head Start directors coordinate with elementary schools to share information about individual children and program practices, and to serve as a bridge between families and schools during the transition to kindergarten. Thematic analysis revealed that coordination may benefit children indirectly through both improved teaching practices, increased alignment and parent supports. Findings indicate the need for additional research to explore indirect links between coordination and children's success. A conceptual model to guide future research is discussed. Keywords: Coordination; Transition to school; Head start; Elementary schools; Alignment (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:100:y:2019:i:c:p:393-404 DOI: 10.1016/j.childyouth.2019.03.021 Access Statistics for this article Children and Youth Services Review is currently edited by Duncan Lindsey More articles in Children and Youth Services Review from Elsevier |
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