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Literacy Readiness: Transitional Partnerships BetweenPreschool and KindergartenKay Emfinger aa Associate Professor, Early Childhood Education, Department of Curriculum & Instruction , Universityof Alabama at BirminghamPublished online: 22 Jun 2012.

To cite this article: Kay Emfinger (2012) Literacy Readiness: Transitional Partnerships Between Preschool and Kindergarten, ChildhoodEducation, 88:4, 258-265, DOI: 10.1080/00094056.2012.699863

To link to this article: http://dx.doi.org/10.1080/00094056.2012.699863

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258 \ Childhood Education

The transition from preschool to elementary school is an important period for all families but can be particularly diffi cult for children from low-income families (Pianta, Rimm-Kaufman, & Cox, 1999). Transition involves not only the children’s “readiness,” especially in terms of literacy, but also how families, preschools, and schools interact and cooperate to

provide comprehensive support in the early years of school (Ramey & Ramey, 1994). Th is article describes one community’s attempt to ensure smooth preschool to school transitions. Such transitions can provide “the continuity of experiences that children have between periods and between spheres of their lives” (Kagan & Neuman, 1998, p. 366). In this example, preschool teachers and kindergarten teachers overcame barriers and built relationships as they formed partnerships to promote smooth transitions and ensure positive outcomes for children through literacy programs.

by Kay Emfi nger,Associate Professor, Early Childhood Education,

Department of Curriculum & Instruction, University of Alabama at Birmingham.

LITERACY READINESS: TRANSITIONAL PARTNERSHIPS BETWEEN

PRESCHOOL AND KINDERGARTEN

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Dear Teachers:

You are invited to participate in the Deerfield Preschool-Kindergarten Readiness Alliance. This program is an exten-sion to Putting Reading First, a literacy and school readiness program for preschool children in Deerfield. This alliance will enable preschool and kindergarten teachers to work collaboratively in identifying and establishing common readi-ness goals for children, families, schools, and the early care community. The objective is to plan and institute effective transition practices to “smooth the move” to kindergarten. An informational meeting will be held at the Deerfield Board of Education on Tuesday, September 14, at 6:00 p.m. The purpose of the meeting is to communicate the goals of the project and its impact on children, teachers, and families in the Deerfield community and answer any questions you have about the alliance.

What is in it for you?Kindergarten and preschool teachers will be able to share their skills and knowledge Participants will be able explore how to use new research, techniques, materials, and ideas through hands-on

professional development Child care and food will be provided at all meetingsStipends for substitute teachers will be provided as needed Participants will be able to establish professional competenceTeachers will receive free classroom teaching materials at each sessionPreschool and kindergarten will observe in a variety of kindergarten and early care settings across the community Deerfield City Schools kindergarten teachers will work with preschool teachers to develop a Kindergarten Readiness

School Transition Plan.

What will we do?Provide joint professional development for pre-K and kindergarten teachersProvide a support system for participantsProvide support to parents in actively promoting children’s learning Assist the community in developing a comprehensive plan to address transition Develop a vehicle for kindergarten teachers and preschool providers to communicate and plan school readiness expectations.

What do you need to do?Volunteer.

Through a joint effort, Deerfield City Schools and Putting Reading First can make a difference in improving the early learning experiences for children in the community of Deerfield. Thank you for taking time to consider participating in this alliance. We look forward to meeting you on September 14. If you have any questions about the project, please call.

Figure 1

The “transitioning” from preschool contexts to a more formal school setting is a critical dimension of readiness (Wesley, 2001). Kindergarten transition is a complex educational concept with a host of practices, ranging from narrow one-time efforts to building ongoing relationships between preschool and kindergarten teachers (Southwest Educational Development Laboratory, 2004). Successful transition is characterized by ongoing efforts to create linkages and continuity among all of the “players” in the child’s environment—parents, preschool teachers, kindergarten teachers, community agencies—to provide a

continuum of care and support (Pianta & Craft-Sayre, 2003). Kindergarten and preschool teachers, parents, and administrators from a low-income community in the southeastern region of the United States joined together to develop and implement a transition plan. The transition summit included kindergarten teachers from all five elementary schools in the community, several administrators, a parent education coordinator, and parents and teachers from a variety of preschool settings—child care, Head Start, early intervention, and public school pre-K. The primary goal of this community transition summit was to

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develop a School Readiness Alliance to help kindergarten teachers and preschool providers communicate about and plan school readiness expectations. This target was selected because preschool and kindergarten teachers and their corresponding “schools” play pivotal roles as conduits among the community, family, and child, and because relationship building, a typical barrier to successful transition, was deemed critical by the community (Hale, Brown, &

Amwake, 2004). The two major action steps of the Alliance were to: 1) provide joint professional development opportunities for preschool and kindergarten teachers to develop a base of shared knowledge and mutual respect; and 2) establish ongo-ing opportunities for preschool and kindergarten teachers to observe each others’ classroom and for kindergarten teachers to “teacher swap” and teach lessons to preschoolers.

Deerfield Preschool-Kindergarten Readiness AllianceProfessional Development Needs Assessment

Directions: Mark your top 10 topics and number them 1-10 in the order of importance. (1 being least important.) Add any topics you can think of that are not already listed.

Strategies for Working With Second Language Learners Literacy and Play: What’s the Connection? Prop Box Play To Promote Oral Language Oral Language Development How To Organize and Manage a Family Literacy Take-Home Lending Library Working With Families To Promote Literacy Emergent Literacy Strategies Selecting Children’s Literature Storytelling: A Conduit for Oral Language and Comprehension Writing Development Strategies for Working With Emergent Writers Using Nursery Rhymes To Teach Phonological Awareness Room Arrangement To Promote Effective Literacy Centers Using Pocket Charts and Enlarged Texts To Promote Alphabet Awareness Using Poetry, Rhymes, and Chants To Promote Phonological Awareness Using Children’s Names To Promote Letter Recognition and Phonological Awareness Daily Living Activities To Enhance Literacy and Numeracy Skills Games To Promote Cognitive Development Technology as a Tool for Promoting Literacy Integrating Science and Literacy Integrating Math and Literacy A Day in the Life of a Kindergartner: Educationally Appropriate Literacy Practices School Readiness Indicators Management and Organization of Literacy Centers Using Big Books To Teach Print Concepts Text Innovations: How Class-Made Books Excite Young Readers Strategies for Shared Book Experiences Environmental Print School Readiness: Fact or Fiction Transition to Kindergarten DIY (Do It Yourself ) How To Set Up a Writing Center DIY: How To Read Aloud DIY: How To Talk to Parents About Their Child DIY: How To Refer a Child for Speech/Language Services DIY: How To Refer a Child for Early Intervention Services DIY: How To Refer a Child for Special Education Services ADDITIONAL TOPICS:

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Building the FoundationThe first action of the School Readiness Alliance was to establish a seminar series focused on language development and literacy that would be accessible to all preschool and kindergarten teachers in the community (see Figure 1 for the recruitment letter and Figure 2 for the professional development survey). Literacy readiness was the predominant focus of the professional development seminars, because community literacy rates were among the lowest in the United States (see Figures 3 and 4 for the School Readiness Alliance Professional Development Schedule). However, all players acknowledged, discussed, and embraced a more inclusive definition of kindergarten readiness: “School Readiness is a condition whereby children enter school with an enthusiasm for learning, an ability to function in a social setting, age-appropriate communication and problem solving skills, age-appropriate physical and emotional skills, and optimal health” (retrieved from www.dca.state.al.us/OSR/programdelivery.htm) The interactive nature of the workshops helped overcome traditional barriers; organizers supplied classroom materials to implement workshop objectives and provided substantial snacks and child care during the training. Additionally, full-day trainings included stipends for substitute teachers and meals. In concert with Clifford’s (1999) findings, the majority of the preschool caregivers in the project came from the low-income community in which they served. They had varying education levels, ranging from 12 hours of child care training to a master’s degree. The average preschool provider held a CDA (Child Development Associate) credential. Conversely, many of the kindergarten teachers lived outside the community in middle-class suburbs, were better educated, and had very limited experiences with the local preschool community. At first, the preschool teachers were intimidated by their

kindergarten teacher counterparts, while the kindergarten teachers appeared to be biased against factions of the early care community for their supposed lack of expertise in preparing children for kindergarten. As a result of joint professional development, preschool teachers shared valuable insights with the kindergarten teachers and with other preschool providers. Misperceptions fell apart as kindergarten teachers found that preschool teachers had rich knowledge to share and the ability to interpret how the children’s family communications and home lives influence them. As individual child cases were explored and lesson and activity plans shared, the teachers began to honor and acknowledge their shared knowledge and value their differing perspectives. This process was critical in building trust, which was a cornerstone for creating a formalized, sustainable, ongoing infrastructure (Rimm-Kaufman, Pianta, & Cox, 2000). Once initial bonds were established among the teachers, preschool teachers (sending agents) and kindergarten teachers (receiving agents) were placed in groups according to school zone. Over the course of the year, the groups engaged in classroom observations and teacher swaps, as they continued their joint professional development (see Figures 3 & 4 for the schedule and Figure 5 for a sample agenda). Preschool teachers observed kindergarten teachers, and vice versa (see Figure 6 for the Initial Focused Observation Protocol). Kindergarten teachers also “taught” preschool classes. Substitute teachers and parent volunteers provided teacher release time for these activities. These experiences enabled preschool teachers to view best practices in action, harvest a host of teaching strategies, and gain insights into the social and academic readiness skills and daily living routines expected of entering kindergartners. The preschool teachers enjoyed a couple of positive outcomes: 1) many of their own practices, garnered from

Year 1Deerfield Preschool-Kindergarten Readiness Alliance

Professional Development ScheduleThird Thursdays, 3:30-5:00 p.m.

Deerfield School Board Parent Education Annex

September Management and Organization of Literacy CentersOctober Text Innovations: How Class-Made Books Excite Young ReadersNovember Literacy and Play: What’s the Connection?December Working With Families To Promote LiteracyJanuary Understanding Differences: Strategies for Working With Second Language LearnersFebruary Using Nursery Rhymes To Teach Phonological AwarenessMarch The Referral Process; Developmental Red Flags; Speech, Language, and Early Intervention ServicesApril Talk To Learn: How Conversation Supports Language DevelopmentMay A Day in the Life of a Kindergartner

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Figure 4

Year 2Deerfield Preschool-Kindergarten Readiness Alliance Professional Development Schedule

September 22, 8:00 a.m.-3:00 p.m.Topic: Head Start Preschool Visitation/Observation Lunch & Munch: Forming Alliance TeamsTopic: Using Children’s Names To Promote Letter Recognition and Phonological AwarenessClassroom Materials: Oo-pples and Boo-noo-noos phonological awareness CD, name plates, magnetic letters, A, My Name Is

AliceLocation: Loxley-Davis Head Start Center

October 27, 3:30-5:00 p.m.Topic: Integrating Science and LiteracyClassroom Materials: Science emergent reader collection, Peak With Books: An Early Childhood Resource for Balanced Literacy Location: Deerfield Schools Parent Education Annex

November 17, 3:30-5:00 p.m.Topic: Strategies for Working With Emergent Writers: How Bookmaking Helps Children Learn To ReadClassroom Materials: Writing Center Materials: stapler, hole puncher, stencils, ABC stamps, picture dictionaries, pencils,

markers, pens, crayons, scissors, glue, brads, book rings, yarn, assorted paper, stationery, word cards, mailboxes, etc.Location: Deerfield Even Start Center

December 15, 3:30-5:00 p.m.Topic: The Link Between Reading Comprehension and Story RetellingClassroom Materials: Tell It Again: Easy To Tell Stories With Activities for Young Children, sequence cards, finger puppets,

fairy tale books, and storytelling setsLocation: Grace AME Church

January 19/20, 8:00 a.m.-3:00 p.m.Topic: Terrific Transitions Classroom Materials: Terrific Transitions Participant Handbook, Smooth Moves to Kindergarten, five children’s books about

going to schoolLocation: Deerfield Even Start Center

February 16, 3:30-5:00 p.m.Topic: Strategies for Read Aloud and Shared Book Experiences Classroom Materials: Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever, Read It Again,

one big book, two read-aloud booksLocation: Elam Baptist Church

March 16, 8:00 a.m.-3:00 p.m.Topic: What Is School Readiness?Topic: School Readiness Indicators Pamphlet DevelopmentClassroom Materials: Rosemary Wells’s Get Set for Kindergarten Book CollectionLocation: Johnson Elementary School

April 20, 3:30-5:00 p.m.Topic: Prop Box Play To Promote Oral Language Classroom Materials: Prop Box Play: 50 Themes To Inspire Dramatic Play, Literacy Play: Over 300 Dramatic Play Activities

That Teach Pre-Reading Skills Location: St. Francis Catholic Church

May 18, 8:00 a.m.-3:00 p.m.Topic: Kindergarten Classroom Visitation/ObservationTopic: How To Plan and Organize Preschool/Kindergarten OrientationClassroom Material: Ms. Bindergarten Gets Ready for KindergartenLocation: Rolling Hills Elementary School

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professional development workshops, were validated, and 2) they realized that implementing similar routines in the preschool and kindergarten classrooms would help in the transition process. Kindergarten teachers had opportunities to immerse themselves in a variety of preschool settings within their community, examine preschool curriculum practices, and teach preschool children with a huge range of differing abilities. The kindergarten teachers were most surprised by the fact that: 1) they had much more in

common, regarding curriculum content and instructional strategies, with preschool teachers than they previously thought; 2) teaching preschool is extremely challenging, with few supports and many barriers; and 3) there is a tremendous growth curve between the fall of preschool and the fall of kindergarten. The mutual respect and tenuous bonds formed via joint professional development were further solidified by the preschool and kindergarten classroom observations and “teacher swaps.”

Deerfield Preschool-Kindergarten Readiness AllianceLoxley-Davis Head Start

September 22, 2004

Agenda

WelcomeShelley Redd, Putting Reading First, Brookville State College

Head Start Visitation Jasmine Lee, H.S. District Trainer, LaShondra Green, Center Manager

Head Start’s Philosophy of EducationHead Start’s Outcomes for ChildrenHead Start CurriculumHead Start Assessments

Break

Head Start Classroom Observations

Question & Answer SessionJasmine Lee/LaShondra Green

Lunch

Using Children’s Names To Promote Letter Recognition & Phonological Awareness Faith Lambert, University of Macon, Reading Education

Break

Forming Pre-K/Kindergarten Teacher Alliance TeamsL. Redd

Closing Comments

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Loxley-Davis Head Start Observation

How are the Head Start classrooms arranged? How are they similar to your classroom? How are they different?What are the key skills you notice being developed in the Loxley-Davis Head Start classrooms? How are these skills similar to skills that you teach? How are these different?What are some of the challenges that you think a child might have moving from a Loxley-Davis Head Start classroom into your classroom? How might these challenges be overcome?Questions you have about our program:NOTE: The following handouts regarding our program are located in the packet you received upon arrival: Creative Curriculum Individual Child Profile Developmental Continuum, Head Start Child Outcomes Framework, Loxley-Davis Head Start Lesson Plan FormsNOTE: While touring and observing, if you see additional forms, handouts, or information that you would like, we will gladly provide them. Just ask.

Professional Books for TeachersBarbour, A., & Desjean-Perrotta, B. (2002). Prop box play: 50 themes to inspire dramatic play. Lewisville, NC: Gryphon House.Cox, A., & West, S. (2004). Literacy play: Over 300 dramatic play activities that teach pre-reading skills. Lewisville, NC:

Gryphon House.Fox, M., & Horacek, J. (2008). Reading magic: Why reading aloud to our children will change their lives forever (2nd

ed.). Boston, MA: Mariner Books.Hale, D., Brown, G., & Amwake, L. (2004). Planning for terrific transitions: A guide for transition-to-school teams.

Greensboro, NC: SERVE.Isbell, C., Raines, S., & Waites, J. (2000). Tell it again! 2: More easy-to-tell-stories with activities for young children.

Lewisville, NC: Gryphon House. Nelsen, M., & Nelsen-Parish, J. (2001). Peak with books: An early childhood resource for balanced literacy. Boston, MA:

Delmar Cengage.Parkes, B. (2000). Read it again!: Revisiting shared reading. Portland, ME: Stenhouse.Wesley, P. W. (2001). Smooth moves to kindergarten. Chapel Hill, NC: Chapel Hill Training Outreach Project.Yopp, H. K., & Yopp, R. H. (2003). Oo-pples and boo-noo-noos: Songs and activities for phonemic awareness (2nd ed.).

San Diego, CA: Harcourt Brace. (Book and CD sold separately)

Children’s BooksBayer, J., & Kellogg, S. (1992). A, my name is Alice. New York, NY: Puffin.Canizares, S. (1998). Emergent readers: Science grades K-2. New York, NY: Scholastic. Slate, J., & Wolff, A. (2001). Miss Bindergarten gets ready for kindergarten. New York, NY: Puffin. Wells, R. (2001). Adding it up: Timothy goes to school learning book. New York, NY: Puffin. Wells, R. (2001). Discover and explore. Timothy goes to school learning book. New York, NY: Puffin. Wells, R. (2001). How many? How much? Timothy goes to school learning book. New York, NY: Puffin.Wells, R. (2001). Letters and sounds: Timothy goes to school learning book. New York, NY: Puffin. Wells, R. (2001). Ready to read: Timothy goes to school learning book. New York, NY: Puffin. Wells, R. (2001). The world around us: Timothy goes to school learning book. New York, NY: Puffin.

Learning Resource Materials Accessed from Lakeshore Learning Materials, Carson, CAClassroom Magnetic Letters Kit (JJ518)Fairy Tales & Folktales Theme Book Library (RE984)Storyteller Finger Puppets - Complete Set (FF305X)Sequencing Cards Complete Set (CG190X)Lakeshore Storytelling Kit-Set 2 (RR550X)Nursery Rhyme Sequencing Center (HH342)

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Prior to the transition summit and corresponding development of the School Readiness Alliance, there had been no vehicle for communication between kindergarten and preschool providers or even among differing preschool providers within the community. Thus, these shared learning experiences built a common knowledge base of developmentally appropriate best practices, provided a forum to build relationships among teachers with a range of different educational and experiential backgrounds, and built alliances between programs with varied experiences in transition practices. These relationships provided the underpinnings necessary for sustaining preschool and kindergarten teacher partnerships to ensure positive child outcomes.

ReferencesClifford, R. M. (1999). Personnel preparation and the

transition to kindergarten. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 317-324). Baltimore, MD: Brookes.

Hale, D., Brown, G., & Amwake, L. (2004). Planning for terrific transitions: A guide for transition-to-school teams. Greensboro, NC: SERVE.

Kagan, S. L., & Neuman, M. J. (1998). Lessons from three decades of transition research. The Elementary School Journal, 98, 365-375.

Pianta, R. C., & Craft-Sayre, M. (2003). Successful kindergarten transition: Your guide to connecting children, families, and schools. Baltimore, MD: Brookes.

Pianta, R. C., Rimm-Kaufman, S. E., & Cox, M. J. (1999). An ecological approach to conceptualizing the transition to kindergarten. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 317-324). Baltimore, MD: Brookes.

Ramey, C. T., & Ramey, S. L. (1994). The transition to school: Why the first few years matter a lifetime. Phi Delta Kappan, 76, 194-198.

Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147-166.

Southwest Educational Development Laboratory. (2004). Readiness school, family, & community connections: Annual synthesis 2004. Austin, TX: Author.

Wesley, P. W. (2001). Smooth moves to kindergarten. Chapel Hill, NC: Chapel Hill Training and Outreach Project.

Call for Manuscripts: Themed Issue of Childhood EducationCharacter Education Around the World

Guest Editors: Lea Lee and Lee Manning, Old Dominion University, Norfolk, Virginia

The development of good character is a lifelong endeavor, beginning from early childhood. Teaching character to children at an early age will shape their minds and form their thinking in ways that are beneficial to themselves and to their family, friends, community members, and other citizens in the global society. Children with a positive character foundation will have a profound effect on the societies in which they live. From such a foundation, today’s generation will become leaders who can help put an end to the atrocities that currently exist around the world. It is the hope of educators that all children around the globe possess the values necessary to become global citizens who respect differences, express concern for human rights, share with those less fortunate, seek worthy charitable services, protect the environment, and pursue global peace for mutual happiness.

Although many countries around the globe have provided character education for centuries, using various approaches at school, in the home, and through religious organizations, far too many children grow up to have a negative impact on society. There-fore, it is necessary for nations to help children acquire such positive character traits as responsibility, perseverance, caring, self-discipline, citizenship, honesty, courage, fairness, respect, integrity, and patriotism, with the goal of promoting socially beneficial ideas, attitudes, decision-making, and actions.

We hope to reveal the objectives, policies, backgrounds, content, teaching approaches, and curriculum materials of character education that reflect each nation’s unique historical, political, social, cultural, and religious differences. Since the definition of character and the emphasis of each nation’s character education may vary with culture, race, ethnicity, and spirituality, efforts will be made to respect and encourage differing definitions and worldviews. The guest editors are looking for worldwide perspec-tives with respect to character education during early childhood (birth through 13 years) directed at helping children develop good character appropriate for their home and school environments, societies, nations, and the world. Manuscripts exploring innovative ideas, unique curricula, exemplary approaches, and/or effective programs developing positive traits in rising world citizens are welcomed.

Submit manuscripts ranging from 2,000 to 3,000 words to Lea Lee at lxlee@odu.edu or Lee Manning at mmanning@odu.edu by December 31, 2012.

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