This research brief describes a study in which pre-kindergarten teachers’ use of kindergarten transition practices were described, as well as the extent to which these practices were associated with kindergarten teachers’ judgments of children’s social, self-regulatory, and academic skills upon their entry into kindergarten the following fall.
A correlational study was conducted by researchers at the Center for Advanced Study and Teaching and Learning using data from the National Center for Early Development and Learning’s (NCEDL) Multi-State Study of Pre-Kindergarten. They analyzed this data to describe pre-kindergarten teachers’ use of kindergarten transition practices and to examine the extent to which these practices were associated with kindergarten teachers’ judgments of children’s social, self-regulatory, and academic skills upon their entry into kindergarten.
