Strategies to Support Smooth Transitions
Jennie Morrell and Leslie Barone work in a school that houses both pre-K and kindergarten classes. Yet educators who work at different sites and in different types of programs( public schools, private schools, independent community preschools) can still work together to ease the preschool-to-kindergarten transition. Following are some ways to build cooperation among those who work at different sites. These ideas come from the educators and from the NAEYC book Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Kindergarten, by Eva C. Phillips and Amy Scrinzi.
› Consider the kindergarten school’ s transition team. Ideally, schools will have in place an organized community transition team consisting of preschool and kindergarten teachers, community child care representatives, pediatricians, special education personnel, administrators, and families to develop a community-wide strategic plan for transitions for children and families. If such a team is not in place, discuss with your school administrator or program director how to connect with children’ s families and teachers before the start of school.
› Commit to meeting and sharing information. Administrators can offer pre-K and kindergarten teachers“ colleagues and conversations” events, where they meet before the school year begins to discuss and review children’ s work samples, assessment data, information about each child’ s interests and learning levels, and strategies that have been effective with individual children. As the year progresses, regular meetings between pre-K and kindergarten educators will allow discussions to continue and support educators to provide children with what they need to learn, grow, and flourish.
› Coordinate professional development. Consider offering district- or community-wide professional development opportunities for preschool and kindergarten teachers. These sessions could cover important early childhood topics, such as state standards, social and emotional learning, and play-based learning. Such training will provide children with consistency as they move from pre-K to kindergarten, and it will give teachers a larger pool of professionals to work with.
› Set up visits. Elementary school principals can invite preschool educators and children to visit their schools to see a kindergarten classroom and to meet the teachers. Likewise, preschool administrators can schedule a time for kindergarten educators to visit pre-K classrooms to see what children are experiencing.
› Aim for environmental consistency. Look for ways to use comparable signage and wall postings. When pre-K and kindergarten educators use similar materials, they create consistency for children who are transitioning to a new grade. This helps children acclimate more efficiently to their new environments. Educators can begin these conversations during district- or community-wide professional learning sessions before the school year begins. They can share environmental ideas and questions throughout the year during virtual monthly or bimonthly support meetings.
Spring 2026 Educating Young Children 41