Examining transition from the perspective of the child, the teacher, and the family compartmentalizes the dynamic process that, in essence, involves the interaction of all these systems and others as students both with and without disabilities move from preschool settings to kindergarten. An ecological model of transition involving the dynamic interaction among all systems in which a child develops including the family, school, community, and peers acknowledges the complexity of the process.
To understand the interactions of complex multiple systems and their influence on the transition process, it is imperative to understand the basis of these ecological theories.
Bronfenbrenner and Evans (2001) provided a theoretical framework for examining human development with a bioecological model. This model characterized a child’s development in the context of reciprocal interaction between persons and objects in their environment (Bronfenbrenner & Evans, 2001). Within a developing child’s environment, Bronfenbrenner and Evans (2001) viewed spheres of influence (e.g., the family, school, peer group, and surrounding community) as interacting dynamically to influence a child’s ability to adjust to a new environment. These kinds of environmental changes mirror the process that occurs during transition from preschool settings to kindergarten for all children.
In addition to the influence of bioecological theories on the transition process, organizational theory also provides a context for examining it. Lambert, Collay, Dietz, Kent, and Richert (1996) suggested an ecological rather than a hierarchical and bureaucratic framework for a basis in understanding how organizations function. Both of these theoretical frameworks involving human development and organizational structure form the
Table 9. Theoretical Frameworks Supporting an Ecological Context for Transition
Authors Year Focus
Bronfenbrenner & Evans 2000 Human development theory that change results from reciprocal interactions of persons and objects in their environment
Lambert, Collay, Dietz, Kent, & Richert
1997 Organizational theory that organization change is ecological in nature rather than hierarchical and bureaucratic
rationale for an ecological systems model for transition. Table 9 summarizes these contextual frameworks.
With this ecological framework in mind, it becomes evident that a child’s transition to school “takes place in an environment defined by the many changing interactions among child, school, classroom, family, and community factors” (Rimm-Kaufman & Pianta, 2000, p. 499).
Transitions from preschool settings into school-age programs for children with identified disabilities require interactions among sending programs, receiving programs, children, families, and community service providers in most instances. These interactions are not separate from one another but are mutually dependent. Strong interagency structures and supports along with clearly defined and systematically implemented transition practices are essential to a successful transition process (Rous & Myers, 2007). Conceptual models of the transition process include those related to skill development in transitioning children, teacher practices, and family interactions. Using a conceptual model focusing on the complex interactions of multiple factors in the transition process is another framework for examining these practices.
Rimm-Kaufman and Pianta (2000) provided an ecologically informed approach to conceptualizing the transition to formal schooling in a paper developed for the National Center for
Early Development and Learning. The authors noted the need to conceptualize transition to school for all children in terms of the relationships between children and all facets of their surrounding contexts including family, peers, neighborhoods, and schools (Rimm-Kaufmann & Pianta, 2000).
Rimm-Kaufmann and Pianta (2000) viewed a child’s school readiness as resulting from the combined influence of these contexts and the relationship among them and considered effective transitions as resulting from an understanding of how contexts and relationships change over time.
The authors also noted that stability in such relationships was a key component as all children enter formal school programs.
Furthermore, Rous, Hallam et al. (2007) proposed an ecological conceptual framework for understanding transitions for young children with disabilities based on the human development theory of Bronfenbrenner and Evans (2001) and the organizational theory of Lambert et al. (1997).
Rous, Hallam et al. (2007) examined the organizational complexities that surround students and families during the transition from preschool settings to kindergarten. This ecological framework considers the interaction of multiple factors that influence the transition process and affect the goal of a child’s successful kindergarten entry.
Factors related to the child, family, community, individual programs, local service systems, and state policies along with the interplay between them comprised Rous, Hallam et al.’s (2007) ecological contextual framework. The nature of a child’s disability along with family culture, income, and composition influenced the transition process. The ecological perspective also supported the relationship of children, families and service providers to the communities in which these are situated (Rous, Hallam et al., 2007). Community resources and community economics have often determined the availability of programs of care and education. Transition planning, according to this model, must also involve an understanding of individual programs of care and
education in addition to the local services systems in a community (Rous, Hallam et al., 2007).
Rous, Hallam, et al.’s (2007) ecological contextual model of transition also considers policies, procedures and the service delivery system as defined by individual states.
Moreover, Rous, Hallam et al. (2007) noted the significance of three critical factors specifically related to the transition process itself. The first of these factors was the significance of communication and relationships among the child, family, community, and the agencies that serve them (Rous, Hallam et al., 2007). Rous, Hallam et al. (2007) also noted the importance of strong interagency infrastructures outlining specific roles and responsibilities of staff involved with transition. Another factor noted by Rous, Hallam et al. (2007) was the need for some degree of continuity between sending and receiving programs to increase the likelihood of a successful transition. In addition to communication factors and interagency infrastructures within the ecological contextual framework for examining transition practices, specific strategies supporting transition practices also came under consideration.
Strategies for supporting transitions of young children with special needs and their families provided the basis for a study conducted by Rous, Teeters et al. (2007). The study utilized focus groups composed of school administrators, practitioners, and family members to identify effective transition practices (Rous, Teeters et al., 2007). Based on a purposeful sample of participants who attended a national early childhood conference, 10 focus groups comprised of 43 individuals identified transition issues along with suggesting strategies to address these concerns. Two themes emerged from the study. The first theme included critical interagency agency variables that supported a transition process involving multiple parties including families and agencies that serve them (Rous, Teeters et al., 2007). Both intra- and inter-agency coordination comprised a part of the critical variables identified by the focus groups. The second theme emphasized the need for a
strong infrastructure including supportive administrators, agency personnel dedication to transition support, and policies clearly defining transition requirements (Rous, Teeters et al., 2007). The outcome of the transition process was dependent upon the successful interaction of all variables in the contextual framework surrounding young children with disabilities and their families (Rous, Teeters et al., 2007).
To enhance the interaction of all systems involving a young child with disabilities during their transition to kindergarten, collaboration among all of the service providers is essential to the process. In 2001, Pianta, Kraft-Sayre, Rimm-Kaufman, Gercke, and Higgins published research on collaboration among partners and its effect on the kindergarten transition process for children with and without disabilities. Based on a conceptual model that recognized ecological theories of child development, Pianta et al. (2001) gathered data that characterized the relationships among the collaborators during the transition process. Using questionnaires, rating scales, and structured interviews, the researchers interviewed preschool teachers, parents, and other outside service providers working with families. Over 100 families, ten preschool teachers, and seven community agency providers gave input during the spring prior to the kindergarten transition. Analysis of the interview data indicated that parents and teachers in the preschool year shared mutually positive views of one another in relation to their ability to collaborate effectively (Pianta et al., 2001).
Preschool staff were endorsed by parents as the most important and helpful source of support during transition activities (Pianta et al., 2001). Parents likewise indicated that the receiving kindergarten teachers appeared to be less engaged in the transition process and less involved in collaboration either with the preschool teachers or with the families (Pianta et al., 2001).
Researchers concluded that positive perceptions among the participants of the roles and
contributions of sending and receiving teachers, families, and outside service providers enhance the collaborative process (Pianta et al., 2001).
The importance of collaboration among all individuals and agencies involved in transition is one of the critical interagency variables noted by Rous, Hallam et al. (2007). A case study conducted by Boyer (2001) described the significance of collaboration as a factor contributing to a successful kindergarten transition for children exiting early childhood special education programs and entering kindergarten. In a qualitative study of two children transitioning from an early childhood special education program to kindergarten, Boyer (2001) conducted interviews with parents, administrators, and both sending and receiving teachers. Data supported the importance of collaboration among the school staff from both the sending and receiving programs with families and the supportive role of school administrators in planning and executing transition activities (Boyer, 2001).
Another case study done by DeVore and Russell (2007) illustrated the significance of the collaborative roles of early care and childhood education providers in facilitating a smooth transition for children with disabilities upon entrance to kindergarten. While examining inclusive programming for preschoolers with disabilities, DeVore and Russell (2007) identified key practices that supported smooth kindergarten transition, including opportunities for collaboration among special and regular education teachers, families, and service providers such as speech-language therapists. Reciprocity in sharing of information, the development of concepts of trust and equality among service providers, and the designation of a transition coordinator contributed towards a successful transition as reported by parents in this study (DeVore & Russell, 2007).
Table 10 provides an overview of these ecologically focused transition studies.
Table 10. Ecologically Focused Transition Studies
Researcher Year Transition Focus
Pianta, Kraft-Sayer, Rimm-Kaufman, Gercke, & Higgins
1999 Research study on collaborative interactions between transition partners; parental perception of positive preschool support with transition; positive perception on the roles played by transition partners correlates with stronger transitions for children
Rimm-Kaufman & Pianta 2000 Provided a conceptual framework for transition;
transition is ecological in that it is based on relationships between a child and their surrounding contexts of family, peers, community, and systems of cared and education Rous & Myers 2006 Research brief on the relationship between strong
inter-agency structures and supports along with clearly defined transition practices in the reduction of barriers as children move from preschool to kindergarten
DeVore & Russell 2007 Case study on the collaborative roles of early care and education providers in facilitating transition of children with disabilities to kindergarten; information exchange between special/regular education staff and the need for designated transition coordinators defined as essential components
Rous, Hallam, Harbin, McCormick, & Jung
2007 Ecological framework for viewing transition from preschool to kindergarten based on human development theory and organizational theory
Rous, Myers, & Strickland 2007 Focus group study on critical interagency variables supporting the interaction of multiple parties in the transition process including families, community agencies, and sending/ receiving schools