Promising Partnership Practices

Introduction

The writer of the book states that the panel that was concerned with educational goals set a goal that aimed at enabling all American children to start school by the year 2000. Even though it is believed that the major constituent of school readiness is a transition, the writer says that the panel states that the transition activities are exceptions and not rules in public schools. Mindful of the disconnect between what people know about the vital role played by a transition in ensuring permanence and what is presently available in various schools.

Overview of the Perception of Transition

In this literature evaluation, the perception of transition is combined with the perception of readiness. In order to see that children start school when they are ready to learn, then much attention should be concentrated ton one of the mainly significant and complex changes the children will realize in the transition to kindergarten (Hiatt-Michael, 2007). The conventional make of schools readiness is being discriminated in an increasing manner because of the inconsistent concentration on child skills alone.

Transition Chains the Success of Schools

The literature provides a solid reason for the benefits of stability in the transition starting from children at their early stages of growth to the school-age settings. The suggestions by the early intervention researchers are that participants at the early stages fade away and this happens mostly as the children move through their primary grades (Hiatt-Michael, 2003). This change happens due to lack of parents involvement, poor classroom settings and the teaching styles involved during the early times of children’s’ education. Children often find it very difficult to adjust to the classrooms where the routines, rules, philosophy or atmosphere differs dramatically from the preschool settings.

Capable Practices in the Transition Nursery School

The writer notes that, in the process of developing more useful transitions so as to establish strong continuity for children development, the consensus of going about it is very little. Transition practices are often implemented by a variety of partners, in a range of settings and in numerous area of continuity (Kreider & Westmore, 2011). The writer states that even though we recognize the benefits of training and curriculum, administrative, assessment and other important practices as vital in ensuring transition’s success, people should also turn their focus to capable transition practices in the area of family participation.

Capable Practices Involving Family Members in the Transition to Nursery School

According to the writer, the most important characteristic of a substantial early education and care setting is the level at which the family members are involved. Family involvement should also continue beyond the preschool ages. When parents get themselves concerned with their children’s schooling, children experience better school attendance and higher grades (Cornish, 2008). The children will also develop very positive attitudes towards school, positive behaviors, greater conscription in higher education and higher commencement rate. The book also states that several regularly approved transition practices are the ones that happen immediately a child starts school.

These frequently endorsed transitions involve less intensity and broad contact with the family members. Researchers involved in transition suggest that schools should take more advanced approaches to engage and involve families before a child starts school. The connection between home and school are very important to the transition to nursery school. Research reveals that the comparisons between early child care and educational professionals, the elementary schools have lesser training in family involvement.

References

Hiatt-Michael, D. B. (2007). Promising practices for teachers to engage families of English language learners. Charlotte, NC: IAP, Information Age Pub.

Hiatt-Michael, D. B. (2003). Promising practices to connect schools with the community. Greenwich, Conn: Information Age Pub.

Kreider, H., & Westmoreland, H. (2011). Promising practices for family engagement in out-of-school time. Charlotte, N.C: Information Age Pub.

Cornish, M. M. (2008). Promising practices for partnering with families in the early years. Charlotte, NC: Information Age Pub.

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