The Transition to Kindergarten for Typically Developing Children_ A Survey of School Psychologists Involvement.pdf

Early Childhood Educ J (2014) 42:203–210 DOI 10.1007/s10643-013-0593-6 The Transition to Kindergarten for Typically Developing Children: A Survey of School Psychologists’ Involvement Laura Lee McIntyre • Tanya L. Eckert • Lauren A. Arbolino • Florence D. DiGennaro Reed • Barbara H. Fiese Published online: 12 May 2013 Springer Science+Business Media New York 2013 Abstract Research suggests that a large percentage of more likely to be involved in kindergarten transition kindergarten children do not successfully transition to activities if they were employed in an urban locale or a school (Rimm-Kaufman et al. 2000). As a result, a number large to moderate-sized school setting. School psycholo- of school transition initiatives have been developed by gists most frequently reported involvement with kinder- educators and policy makers to address the difficulties garten screenings and collaborating with kindergarten and young children may experience upon kindergarten entry. preschool teachers. Implications and recommendations for Despite this attention, our review found no studies exam- practice among early childhood and other educational ining the involvement of school psychologists in kinder- professionals are delineated. garten transition practices. The present study reports the outcomes of a national survey of the membership directory Keywords Kindergarten transition Early childhood of the National Association of School Psychologists education School psychology examining school-based involvement in kindergarten transition activities; school psychologists’ perceived involvement with and training in kindergarten transition Introduction activities; and school psychologists’ perceived b