the year using the same posted signs, she later asks the children to create small flip-books that illustrate the strategies on the walls. She encourages children to use their flip-books when needed and evaluates posted signs to see if she can take any down. carve a pumpkin and watch it decompose. They discuss what’ s happening and sometimes draw representations of the decomposition. In kindergarten, children read Pumpkin Jack again. They’ re reminded of what they did in preschool, but this time they carve a pumpkin and take it outside to observe what occurs. They each have an observation journal and develop a timeline of events, which taps their developing writing and science skills.
Connecticut has created a crosswalk of standards between preschool and kindergarten learning. The Pumpkin Jack activities work toward state standards for language and literacy for this age group, such as drawing and writing to communicate thoughts and ideas. They also address a standard for science learning— investigating and using observed evidence to discuss relationships and events.
Share Information
Coordinate Curricular Content
Besides aligning procedures, educators can design similar learning experiences. For example, Leslie and Jennie build classroom libraries that have some of the same books. This way, incoming kindergartners immediately find books that are familiar to them.
The teachers also plan similar learning opportunities, saving photos from preschool activities to deepen children’ s engagement the next year. For example, each fall, preschoolers read Pumpkin Jack, by Will Hubbell. They then
Kindergarten educators shouldn’ t have to wait for the beginning of a new school year to become familiar with incoming students. Consistently sharing information about children and where they are developmentally will create a smoother transition for kindergarten teachers, incoming preschoolers, and their families. Leslie and Jennie meet regularly after school to share about children’ s strengths, needs, and progress.
It’ s also helpful to discuss lessons and learning objectives during this time. This allows pre-K teachers to introduce skills to children before they enter kindergarten, giving them more time to become familiar with the material they’ ll encounter there. For example, knowing that Jennie will use words like characters, setting, and sequence of events during read alouds, Leslie can begin using this vocabulary with her preschoolers. The teachers incorporate these same words when they read books for their
Spring 2026 Educating Young Children 39