National/International Transition Analysis

Transitions stand at a critical cornerstone of advancing children’s readiness for school and schools’ readiness for children, laying the groundwork for success in school and in life. This project involves a deep and broad analysis of transitions efforts taking place within the United States and internationally. The analysis will result in a scholarly volume on transitions in the early years and a separate “best practices” compendium of United States and international transition efforts, both to be published in 2010. Innovatively, we posit a new conceptual approach to understanding transitions that uses a three-pronged approach, highlighting the pedagogical, programmatic and policy efforts that create a culture of continuity for young children and their families. This conceptual framework for understanding transitions will serve as a platform for a broader vision of continuity and that will help practitioners and policy makers emphasize the actions, practices, and policies needed to support the continuum of young children’s development. Based on our three pronged framework, the compendium will highlight some of the best national and international transition programs to enable cross-cultural learning and sharing of best practices. The compendium is designed for multiple users, from practitioners to policy makers in the field, and will receive wide coverage amongst the early care and education community.

Funding Source: The W.K. Kellogg Foundation.

Contact: Sharon Lynn Kagan, Ed.D.; Kate Tarrant, M.P.A.

Other Current Early Childcare and Education Projects

Completed Early Care and Education Research Projects