IDEAS home Printed from https://ideas.repec.org/a/eee/cysrev/v100y2019icp393-404.html
   My bibliography  Save this article

Who benefits? Head start directors' views of coordination with elementary schools to support the transition to kindergarten

Author

Listed:
  • Cook, Kyle DeMeo
  • Coley, Rebekah Levine
  • Zimmermann, Kathryn

Abstract

Research and theory posit that children will benefit from coordinated and aligned early education experiences, yet there is limited research on how early education and elementary school systems coordinate with one another during this period. Using qualitative interviews with Head Start directors in the U.S. (N = 16), this study identified numerous ways in which Head Start directors coordinate with elementary schools to share information about individual children and program practices, and to serve as a bridge between families and schools during the transition to kindergarten. Thematic analysis revealed that coordination may benefit children indirectly through both improved teaching practices, increased alignment and parent supports. Findings indicate the need for additional research to explore indirect links between coordination and children's success. A conceptual model to guide future research is discussed.

Suggested Citation

  • Cook, Kyle DeMeo & Coley, Rebekah Levine & Zimmermann, Kathryn, 2019. "Who benefits? Head start directors' views of coordination with elementary schools to support the transition to kindergarten," Children and Youth Services Review, Elsevier, vol. 100(C), pages 393-404.
    • Handle: RePEc:eee:cysrev:v:100:y:2019:i:c:p:393-404
    DOI: 10.1016/j.childyouth.2019.03.021
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0190740918309654
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.childyouth.2019.03.021?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:cysrev:v:100:y:2019:i:c:p:393-404. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.elsevier.com/locate/childyouth .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.