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 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 titled, “Transitions for Young Children: Creating Connections Across Early Childhood Systems” and a separate compendium resource guide 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.

This project was made possible by a generous grant from The W.K. Kellogg Foundation.

For more information about the National and International Transition Analysis project, please contact the National Center for Children and Families at 212-678-8255.