• Kindergarten Readiness

    Kindergarten Readiness entails the combined efforts of families, the community, and schools to come together to support student achievement both in school and in the community.

     

    Goals

    • Build trustful & welcoming environments for children/families of co-located preschool
    • Support a smooth transition to Transitional-Kindergarten and Kindergarten
    • Continue supports that have been successful in PreK

     

    Strategies

    • Increase connections between child, family, and school
    • Implementation of Kinder Transition Plans (PreK-to-Kindergarten transition forms)
    • Collaboration with Kinder Transition Teacher Leaders

     

    “The teachers shared info about how to help the transition into kindergarten, like how to help with separations, and how to teach numbers and read with my child.. This has helped her in Kindergarten. She still cries (at drop off) but it’s getting better.”

     

    child playing with blocks

    Why Kindergarten Readiness is Important

    Importance of Transitional Experiences

    Research indicates that transitions activities were associated with all of the following child outcomes in the beginning of kindergarten:

     

    • Children develop positive approaches to learning (able to seperate from family, adjust to changes, self-confidence)
    • Transition activities were most helpful for children who experience instability or disadvantaged settings
    • Families are less anxious and more trustful

     

    children writing and drawing at desks

    Impacts on School Readiness:

    The opportunity gap is evident before children start kindergarten. Children have a better chance of success if they have a smooth transition into elementary school. Transitions are challenging for young children and knowing how to navigate new environments and people is imperative to early school success. At OUSD relationships are a metric of school success and quality community schools

     

    Preschool to elementary school transition activities were associated with all of the following outcomes in the beginning of kindergarten:

    • Children develop positive approaches to learning (able to seperate from family, adjust to changes, self-confidence)
    • Families are less anxious and more trustful
    • Elementary school teachers have a reference for children’s needs
    • A natural feeder pattern is created between PreK and Elementary School

     

    “95% of preschool families at Allendale, Cox/REACH, Brookfield & Acorn Woodland CDC were invited to kindergarten readiness events at their elementary school.”

    – Kinder Transition Family Survey, 2019

     

    Transition practices have a greater effect on children from disenfranchised communities who often contend with instability, loss or trauma because it provides exposure. These teacher-led practices are grounded in relationships and intentional connections that “level the playing field” for academic performance (Cohel-Vogel, Curran, Little 2016)

    “80% of families at OUSD preschools where PreK and Kindergarten teachers work together reported receiving information to help their child succeed in Kindergarten.”

    – Kinder Transition Family Survey, 2019