{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/9894"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/9894","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Transition into Kindergarten: A Collaboration of Family and Educational Perspectives","abstract":"In recent years, research has focused on children's transitions from preschool into kindergarten. Parents, teachers, and schools recognize the importance of the transition from preschool into kindergarten and its possible influence on children's adjustment and long term school success. However, as the philosophies and policies of kindergarten have emerged and evolved, so have the views of parents and teachers regarding children entering kindergarten. Research shows parents and teachers have conflicting views regarding the expectations for children in kindergarten. While the quality of a child's transition to kindergarten is an individual experience, there are some universal factors of influence in any transition. These factors include communication among teachers and parents and establishment of relationships among the three protagonists: child, parent, and teacher. Throughout this thesis, I present data that examines the expectations and concerns for the children entering kindergarten from a parent and educational perspective. I also provide transition activities practiced in the home and school environment. The most important aspect of the transition process involves focusing on the relationships between child and teacher, parents and teacher, child and peers, and child and parent. I include parent and educational perspectives of these relationships and relate how these relationships enhance children's transition into kindergarten.","abstract_html":"In recent years, research has focused on children's transitions from preschool into kindergarten. Parents, teachers, and schools recognize the importance of the transition from preschool into kindergarten and its possible influence on children's adjustment and long term school success. However, as the philosophies and policies of kindergarten have emerged and evolved, so have the views of parents and teachers regarding children entering kindergarten. Research shows parents and teachers have conflicting views regarding the expectations for children in kindergarten. While the quality of a child's transition to kindergarten is an individual experience, there are some universal factors of influence in any transition. These factors include communication among teachers and parents and establishment of relationships among the three protagonists: child, parent, and teacher. Throughout this thesis, I present data that examines the expectations and concerns for the children entering kindergarten from a parent and educational perspective. I also provide transition activities practiced in the home and school environment. The most important aspect of the transition process involves focusing on the relationships between child and teacher, parents and teacher, child and peers, and child and parent. I include parent and educational perspectives of these relationships and relate how these relationships enhance children's transition into kindergarten.","abstract_has_math":false,"creators":["McCubbins, Jennifer Lynn"],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Human Development","degree_department":"Human Development","school":null,"contributors":[],"advisors":[],"committee_chairs":["Fu, Victoria R."],"committee_members":["Stremmel, Andrew J.","Talbot, Patricia A."],"year":2004,"date_issued":"2004-04-09","date_published":"2004-04-09","updated_at":"2026-07-22T22:20:40Z","subjects":["kindergarten","parent-teacher relationship","transition"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04282004-164713"],"render_values":[{"text":"etd-04282004-164713","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/9894","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Fu, Victoria R."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Stremmel, Andrew J.","Talbot, Patricia A."]},{"key":"dc:contributor.department","label":"Department","values":["Human Development"]},{"key":"dc:creator","label":"Author","values":["McCubbins, Jennifer Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2011-08-06T16:01:26Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2011-08-06T16:01:26Z","2004-05-07"]},{"key":"dc:date.issued","label":"Date","values":["2004-04-09"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["kindergarten","parent-teacher relationship","transition"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04282004-164713"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/9894"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In recent years, research has focused on children's transitions from preschool into kindergarten. Parents, teachers, and schools recognize the importance of the transition from preschool into kindergarten and its possible influence on children's adjustment and long term school success. However, as the philosophies and policies of kindergarten have emerged and evolved, so have the views of parents and teachers regarding children entering kindergarten. Research shows parents and teachers have conflicting views regarding the expectations for children in kindergarten. While the quality of a child's transition to kindergarten is an individual experience, there are some universal factors of influence in any transition. These factors include communication among teachers and parents and establishment of relationships among the three protagonists: child, parent, and teacher. Throughout this thesis, I present data that examines the expectations and concerns for the children entering kindergarten from a parent and educational perspective. I also provide transition activities practiced in the home and school environment. The most important aspect of the transition process involves focusing on the relationships between child and teacher, parents and teacher, child and peers, and child and parent. I include parent and educational perspectives of these relationships and relate how these relationships enhance children's transition into kindergarten."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Transition into Kindergarten: A Collaboration of Family and Educational Perspectives"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Fu, Victoria R."],"dc:contributor.committeemember":["Stremmel, Andrew J.","Talbot, Patricia A."],"dc:contributor.department":["Human Development"],"dc:creator":["McCubbins, Jennifer Lynn"],"dc:date.accessioned":["2011-08-06T16:01:26Z"],"dc:date.available":["2011-08-06T16:01:26Z","2004-05-07"],"dc:date.issued":["2004-04-09"],"dc:description.abstract":["In recent years, research has focused on children's transitions from preschool into kindergarten. Parents, teachers, and schools recognize the importance of the transition from preschool into kindergarten and its possible influence on children's adjustment and long term school success. However, as the philosophies and policies of kindergarten have emerged and evolved, so have the views of parents and teachers regarding children entering kindergarten. Research shows parents and teachers have conflicting views regarding the expectations for children in kindergarten. While the quality of a child's transition to kindergarten is an individual experience, there are some universal factors of influence in any transition. These factors include communication among teachers and parents and establishment of relationships among the three protagonists: child, parent, and teacher. Throughout this thesis, I present data that examines the expectations and concerns for the children entering kindergarten from a parent and educational perspective. I also provide transition activities practiced in the home and school environment. The most important aspect of the transition process involves focusing on the relationships between child and teacher, parents and teacher, child and peers, and child and parent. 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