Educating Young Children Volume 2 - Spring 2026 | Page 53

› How can you leverage your existing relationships and partnerships with local schools and community groups to better inform families about kindergarten expectations and practices?

› What adjustments can you make to meet the individual needs of each family in your setting?

› How can you support families as they access necessary school and community services?

› How can you integrate kindergarten transition planning into your teachers’ weekly or monthly schedules?

› What professional development goals can you set around engaging with families about this transition?

About the Author

Rebekah Benedum, EdD, is senior director of programs at Catherine Hershey Schools for Early Learning, a subsidiary of the Milton Hershey School. She holds a doctorate of education with a specialization in early childhood education and has over 15 years of experience in early childhood education.

Photograph: © Getty Images. Copyright © 2026 by the National Association for the Education of Young Children. See permissions and reprints online at NAEYC. org / resources / permissions.

This article supports the following NAEYC Early Learning Programs standards and topics:

Standard 1: Relationships

Creating a Caring and Equitable Community of Learners

Standard 2: Families and Community

Engaging in Reciprocal Partnerships with Families and Fostering Community Connections

› How can you work with local school districts to understand how children from your program are acclimating to kindergarten?

› How do you let families know about kindergarten deadlines? Do you have this information posted on your website?

› How do you let families know about the support services available in your community?

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