Running head: TRANSITION TO KINDERGARTEN 1

Transition to Kindergarten:

Parent Workshop

Anna Johnson and Nicole Simpson

The University of North Carolina at Chapel Hill

EDUC 704
TRANSITION TO KINDERGARTEN 2

Introduction

The transition to Kindergarten is a significant lifestyle shift not only for incoming

students undergoing a critical period of childhood development, but also for the adults who

support them. School counselors and teachers can help ease the transition and foster a positive

experience of all individuals involved by providing parents and guardians with information and

intentional support, and truly being partners in education by creating wraparound services.

Rationale and Literature

The beginning of kindergarten is an impactful move for children into a formal academic

environment, as there is a substantial shift in the setting, structure, and socio-emotional

expectations of students that set their foundation and tone for educational success. Children are

exposed to changes in routines, rules, and adult expectations, all of which involve more structure

and formal listening. The ease of transition varies for students and can depend on previous

experiences and skills, resulting in more difficult and stressful transitions for some students and

families. By understanding this transition, family members and other involved professionals can

also support children in successfully adapting to this new life role.

Child Development

As children four to six years old transition into school environments, they are impacted

by physical, cognitive, and socioemotional changes to their lifestyles that affect their

development as individuals. Children entering a classroom for the first time are surrounded by

novel stimuli, and may react in very different ways; exposure to new people, toys, routines, and

buildings have the potential to result in hyperactivity, fatigue, anxiety, overstimulation, or

explorative curiosity in students (Santrock, 2016).

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Children entering kindergarten will also be required to develop and implement cognitive

skills that are unusual to them. Their new role as students will require significantly increased

focus, mental perseverance, and intentional memorizing and application. Children at this stage

are also going through a period of Vygotsky’s developmental theory where they learn to engage

in private speech, distinguishing between thoughts that should be shared and those that are better

spoken internally (Santrock, 2016). This transition from external to internal speech is imperative

for the cognitive growth of young, preoperational students and supports children in working

through challenging problems and controlling their speech.

The transition to kindergarten is oftentimes a catalyst for new peer interactions between

students. During this time, if children have not already experienced proper social learning, it is

imperative for them to learn social skills such as communication, emotion recognition, and

decision making. As four to six year olds are naturally egocentric in nature, it is important to

practice sharing and understanding the points of view of others (Santrock, 2016).

Caretaker Involvement

In the United States, the transition to Kindergarten represents a momentous time in the

lives of children and their families. While it has become a national priority to ensure child

readiness for school environments, not much consideration has been given to the need for parent

involvement in a child’s success (McIntyre, Eckert, Fiese, DiGennaro, & Wildenger, 2007).

More recently, studies have shown that many parents, regardless of background or

socioeconomic status, want more involvement in their child’s transition to school, expressing a

desire to have more information on kindergarten readiness, academic and behavioral

expectations, and the school as a whole in order to ease their concerns prior to the first day of
TRANSITION TO KINDERGARTEN 4

school (McIntyre et al., 2007). Since parent and family member involvement are crucial for the

upbringing and development of the child, especially before school age, it is only natural that they

continue on as involved participants in the child’s growth during the transition to kindergarten.

Research emphasizes the positive effects caretakers can have on the transition to school

even before the school year begins. Children exposed to more rigid routines at home in their

preschool years, especially at bedtime, tend to have fewer reported behavioral or attention

concerns in kindergarten, and show greater gains in prosocial behaviors, academic scores, and

physical health when compared to peers lacking concrete routines (Ferretti & Bub, 2017). Since

foundations of school readiness begin even before the first day of kindergarten, it is important for

school counselors and other professionals to connect and collaborate with future students and

families early on in their development, emphasizing the partnership between school and home.

Socioeconomic Considerations

While many differences in preparedness are to be expected, socioeconomic factors of the

family tend to reflect a disparity in school readiness among Kindergarten students (Daily,

Burkhauser, & Halle). Children experiencing poverty often have fewer opportunities for familial

support due to restricted access to resources, but positive parenting techniques and a rich home

environment can allow students to achieve positive educational outcomes. Even families with

complex support needs generally have a desire to help their children achieve positive educational

outcomes (Dockett, Perry, & Kearney, 2012). Focusing on the early years as a time to close the

gap will allow students and families to support school readiness.

In many families, contemplating the transition to school is worrisome, and parents often

engage in preventive actions, enrolling their children in activities to help them prepare for
TRANSITION TO KINDERGARTEN 5

school. For students from low-income families, connections to resources and enrichment

activities may be limited, but it is important to remember that these students are still capable of

achieving success in Kindergarten. Although the transition may be more complicated for families

from lower-income backgrounds, who may not share the same norms of the school, providing a

sense of partnership and communication is an excellent way to get buy-in from families and truly

empower them with the skills to support their students at home (Miller, 2015).

Multicultural Considerations

Family culture is another important factor in a child’s school readiness. While Latinos

have a strong sense of family and a desire to help their children succeed, the school system itself

is often viewed as a mystery. Videos provided in both English and Spanish, which are easily

accessible from a computer, phone, or tablet, may be an excellent way to communicate ways in

which families can support their Kindergarten students and understand the way in which the

school works (Walsh, Romo, & Jeon, 2018).

Recognizing that all families need support, some more than others, schools can provide a

base of support for all families. An effective way of providing such support could be a workshop

helping families recognize how to navigate the transition to Kindergarten. In addition, schools

can offer more support, such as providing vidoes, sharing community resources, and additional

1:1 or small group tips, to families who may need additional support.

Parent Workshop

Providing a workshop for parents and family members (see Appendices A-C) before the

start of the school year will enable families to have a better understanding of the transition and

their role of support in their child’s success. A workshop will allow family members to get a
TRANSITION TO KINDERGARTEN 6

physical tour of the school, a concrete routine and timeline of a typical school day, expectations

for their child throughout the day, and practical strategies for supporting their child’s

development outside of school that can be immediately implemented.

In planning a workshop for parents anticipating the transition to kindergarten, economic

and cultural factors will be considered, and families will be introduced to strategies helpful for

supporting their kindergarten students. An easy dinner, such as pizza, will be provided as an

incentive to include as many families as possible, and the PTA will be solicited for help with

providing dinner. Childcare will be provided in the media center so that families can bring their

children without having to worry about the expense or logistics of finding a babysitter. Rising

kindergarteners will be strongly encouraged to come, as this will provide an opportunity for new

students to meet and interact with each other. Activities such as coloring pages, cars/mat,

puzzles, books, and links will be provided for students in the media center following the dinner.

Also available at the workshop will be interpreters, based on information collected at

Kindergarten Registration, so all families can feel welcome and part of the school. An emphasis

will be placed on families and school as ​partners​ in the education of each child. In addition, the

presentation will be recorded on video, including Spanish translation, and put online so parents

not able to attend, or who may want to review information, will have access to resources that will

help them support their children in Kindergarten.

The main purposes of the workshop for parents and guardians of rising kindergarten

students are 1) to help caregivers understand what their students will be learning and doing at

school, and 2) to help caregivers recognize strategies and tools they can use at home to support

their students, both developmentally and academically.

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References

Dockett, S., Perry, B., and Kearney, E., (2012). Family transitions as children start school.

Family Matters, 90, 5​ 7-67.

Daily, S., Burkhauser, M., & Halle, T., (2011, December). School readiness practices in the

United States. ​National Civic League 100​(4), 21-24. doi:10.1002/ncr.20080

Ferretti, L. K., & Bub, K. L. (2017). Family routines and school readiness during the transition to

kindergarten.​ Early Education and Development, 28​(1), 59-77.

doi:10.1080/10409289.2016.1195671

McIntyre, L. L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., & Wildenger, L. K. (2007).

Transition to kindergarten: Family experiences and involvement.​ Early Childhood

Education Journal, 35(​ 1), 83-88. doi:10.1007/s10643-007-0175-6

Miller, K., (2015, May). The transition to Kindergarten: How families from lower-income

backgrounds experienced the first year. ​Early Childhood Education Journal 43(​ 3),

213-221. doi:10.1007/s10643-014-0650-9

Santrock, John (2016). ​A Topical Approach to LifeSpan Development​. 8th Edition. New York:

McGraw-Hill Education.

Walsh, B. A., Romo, G., & Jeon, H-J., (online 2018, January 19). Parental perspectives on

transition to Kindergarten videos to promote family involvement. ​Early Childhood

Education Journal.​ Retrieved from https://doi.org/10.1007/s10643-018-0890-1

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Appendix A

Kindergarten Parent Night

Elwood Elementary School

Workshop Date: ​Three sessions provided throughout the summer

Time:​ 1 ½ hours total; 1 hour workshop session + 30-minute meal provided
Location: ​Elwood Elementary School Cafeteria
Presenters: ​Elwood School Counselors, Anna Johnson and Nicole Simpson
Topic - ​Transition to Kindergarten : Easing the transition to elementary school and setting the
foundations for student success by partnering with parents and family members
Participant Recruitment and Marketing
➔ Multiple sessions throughout the summer that will take place on different days of the
week as well as varying time of day to be more accommodating
➔ Letters and reminders will be mailed home and sent to family members via email and
social media
➔ School counselors will be present at kindergarten registration to promote the parent
workshop and provide support
➔ A translator will be present, as well as translated materials if needed
Attendance Incentives
➔ Complimentary dinner provided
➔ Childcare provided in the media center; intentional childcare for rising kindergarteners
Workshop Content:
1. Welcome & Introductions (Begin in the cafeteria after dinner)
2. Agenda for the Evening
3. Parent Top Concerns
4. What Research Tells Us
a. Parent involvement - We need you! It’s a partnership
b. Importance of routines at home
5. Elwood School Tour
a. Physical tour of the school
b. Routine/timeline of the day
c. Expectations for each aspect of the day
d. Practical ways for family systems to provide support outside of school
6. Small Group Q&A Sessions, Wrap Up
Evaluation Plan
➔ A survey will be filled out by parents before they leave
➔ Participants can choose to use the Google Form format or a paper copy based on
preference or individual needs
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Appendix B

All I Really Need To Know I Learned In Kindergarten

by Robert Fulghum

Most of what I really need

To know about how to live
And what to do and how to be
I learned in kindergarten.
Wisdom was not at the top
Of the graduate school mountain,
But there in the sandpile at Sunday school.

These are the things I learned:

Share everything.
Play fair.
Don't hit people.
Put things back where you found them.
Clean up your own mess.
Don't take things that aren't yours.
Say you're sorry when you hurt somebody.
Wash your hands before you eat.
Flush.
Warm cookies and cold milk are good for you.
Live a balanced life -
Learn some and think some
And draw and paint and sing and dance
And play and work everyday some.
Take a nap every afternoon.
When you go out into the world,
Watch out for traffic,
Hold hands and stick together.
Be aware of wonder.
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Appendix C
Parent Handout

Welcome to Kindergarten!
Our Daily Schedule:

8:45-9:15 am Daily Routines

9:20-10:20 am Math

Specials
10:25-11:10 am
(Art, Music, or P.E.)

11:10-11:25 am LetterLand

11:30 am-12:00 pm Lunch

12:05-1:30 pm Literacy/Daily 5

1:30-2:00 pm Recess

2:05-2:30 pm Writers Workshop

2:30-2:45 pm Read Aloud & Snack

2:45-3:30 pm Social Studies/Science

3:40 pm Dismissal
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(8:45-9:15 am)
Classroom - Daily Routines
Student Skills & Behaviors
- Unpack backpack and follow
morning procedures
- Work independently on morning work
- Participate in Morning Circle
(9:20-10:20 am)
Classroom - Math
Student Skills & Behaviors
- Use different tools to practice math
- Use listening ears
- Ask questions and do your best
- Stay in designated area
(10:25-11:10)
Gym/Music Room/Art Room - Specials
Student Skills & Behaviors
- Transition to a different room
- Try new things!
- Respect new adults/teachers
and follow their instructions
11
Opportunities for Support
- Practice gluing, cutting with
scissors, and holding pencils
- Practice saying “good morning”
to each other
Opportunities for Support
- Practice staying in an area
until given new directions
- Work with numbers and
counting
- Practice raising hands and
waiting for your turn to talk
Opportunities for Support
- Practice walking in lines or on
The right side of an aisle
- Emphasize the importance of
trying new things
- Emphasize the importance
of listening to adults at school
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(11:10-11:25 am)
Classroom - LetterLand
Student Skills & Behaviors
- Learn letters and sounds
- Follow directions
- Stay in designated area
(11:30 am-12:00 pm)
Cafeteria - Lunch
Student Skills & Behaviors
- Stay at table in assigned seat
- Talk quietly with table neighbors
- Raise hand if you need something
- Make sure to finish lunch :-)
- Clean up trash
(12:05-1:30 pm)
Classroom - Literacy/Daily 5
Student Skills & Behaviors
- Listen for instructions
- Rotate to each center independently
- Work independently, with a small group,
or with the teacher
(1:30-2:00 pm)
Playground - Recess
Student Skills & Behaviors
- Be kind and solve conflicts
appropriately
- Share and play nicely
- Include others
- Try new things!
12
Opportunities for Support
- Practice letters and sounds
- Practice having a quiet/still body
- Practice focusing on an adult
Opportunities for Support
- Practice sitting safely
- Practice speaking with an indoor
voice
- Talk with your child(ren) about
what they enjoy eating
- Practice cleaning up after a meal
Opportunities for Support
- Practice working on small tasks
independently after directions
- Practice working with a partner
to accomplish a task
Opportunities for Support
- Observe and mediate interactions
with other children
- Practice sharing toys/materials
- Encourage free play at home
- Practice solving conflicts
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(2:05- 2:30 pm)

Classroom - Writers Workshop
Student Skills & Behaviors
- Perseverance - try your best!
- Sound out words
- Work independently and ask for help
Opportunities for Support
- Work with words
- Practice completing a task
without much help from an adult

(2:30-2:45 pm)
Classroom - Read Aloud & Snack/Rest
Student Skills & Behaviors Opportunities for Support
- Listening ears - Practice cleaning up after a
snack
- Eat quietly
- Clean up trash

(2:45-3:30 pm)
Classroom - Social Studies/Science
Student Skills & Behaviors
- Listen for instructions
- Complete activities
- Be able to express what you see
Opportunities for Support
- Practice following directions
- Practice raising hands
- Practice describing things

(3:40 pm)
Carpool/Bus Loop - Dismissal
Student Skills & Behaviors Opportunities for Support
- Pack up, make sure you have everything - Review what goes in bookbag
to take home - Remind your child how they are
- Follow instructions for safe dismissal getting home
- Bring a note from home if there is a
change in dismissal plans
- Walk safely through the hallways
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