Exploring the impact of parental involvement on preschool transitions in New York City: a mixed-methods case study of Teachers’ perceptions and practices

Successful adjustment to the formal-schooling environment can lay the foundation for a child’s future school experiences (Fabian & Dunlop, 2007). The data reported here are part of a larger exploratory case study (see George-Puskar & Gandhi, 2023) in which early childhood educators were recruited to participate in a survey (N = 327) and qualitative interview (N = 20). The purpose of this article is to report the results of semi-structured interviews with teachers in order to better understand teachers’ practices, perceptions, and experiences surrounding preschool student and family transitions. In addition, survey data gathered from teachers was analyzed using descriptive statistics and correlations among teacher transition practices, teacher demographics, and classroom characteristics. The interview data were analyzed using an inductive-emergent coding approach. Overall, the findings from the current study indicate that teachers emphasize the role of parents as a necessary and important component of a successful transition. Prior research on the preschool transition has a strong emphasis on individual child-preschool-readiness (e.g., Goodrich et al., 2015; Hanson et al., 2000; Pianta et al., 2007). The research presented in this article builds on existing literature recommendations while indicating a need for greater focus on parents’ readiness as well as strategies to involve stakeholders in the transition process, including opportunities for teacher professional development specific to supporting the transition into preschool.