National/International Transition Analysis

Transitions stand at a critical cornerstone of advancing children’s readiness for school and schools’ readiness for children, laying the groundwork for success in school and in life. This project involves a deep and broad analysis of transitions efforts taking place within the United States and internationally. Innovatively, we posit a new framework to conceptualize transitions that uses a three-pronged approach, highlighting the pedagogical, programmatic, and policy efforts that combine to create a culture of continuity for young children and their families. This conceptual framework serves as a platform for a broader vision of continuity and that will help practitioners and policy makers emphasize the actions, practices, and policies needed to support the continuum of young children’s development.

The analysis is resulting in a scholarly edited volume tentatively titled, “Creating Continuity: A New Framework for Transitions and Alignment in the Early Years” and a separate Best Practices in Transitions and Alignment Compendium of United States and international transition efforts.

Our goal is to stimulate new thinking about the importance of transitions in young children’s lives and enable cross-cultural learning and sharing of best practices.

Visit our Transitions Website to learn more about the project and to view profiles from the compendium.

Funding Source: The W.K. Kellogg Foundation.

Contact: Sharon Lynn Kagan, Ed.D.; Kate Tarrant, M.P.A.

Other Current Early Childcare and Education Projects

Completed Early Care and Education Research Projects