Practices That Support Continuity

Many young children enter kindergarten with prior learning experiences from preschool or prekindergarten classes or from a group care setting (such as day care or child care centers). The transition from one learning setting to another may be overwhelming for some children. Schools can promote preparing children for transition by providing continuity across early childhood and primary learning programs. Continuity eases children's transition by bridging home, school, and community.

Educators can help families whose children are entering the school system learn about the school's programs, setting, rules, and expectations. As a result, families can help prepare young children for their entrance into a new school or program. To sustain the benefits of any continuity efforts, however, the connections between school, home, and community should be intact throughout early childhood.

Kagan (1992) describes two types of continuity: horizontal and vertical. Horizontal continuity refers to continuity among various settings in which a young child receives care and education at any point in time. Vertical continuity refers to the connections between care, education, and health and social services across the continuum of time.

According to the Regional Educational Laboratories (1995), research and best practice indicates that continuity for children is strengthened when:

• "Families are an integral part of the home, school, and community partnerships and are primary decision makers concerning their child's care and education.

• Home, school, and community partners share leadership roles and guide decision making.

• Care and education, health, and social services focus on the full range of needs and circumstances of individual children and their families.

• Services are consistent with the home culture of the families, and communication is provided in the home language.

• Home, school, and community partners maintain open communication and respect confidentiality.

• Home, school, and community partners work together to build knowledge, skills, and capacity of community services.

• Care and education services are developmentally and culturally appropriate.

• Home, school, and community partners document their efforts and use evaluation information to improve policies, programs, and practices." (p. 17)

References