The kindergarten year symbolizes entrance into formal schooling and is a critical juncture for young children, although more and more children across the United States are entering formal schooling during pre-kindergarten. The extent to which new expectations, new relationships, and new competencies are formed in the transition to school has been linked to lasting effects on children's later development. Success in the kindergarten year (in terms of academic, social, and emotional competence) is predictive of later school success (Belsky & MacKinnon, 1994; Entwisle & Alexander, 1999). According to Ladd and Price, "Early school transitions, such as the transition from preschool to kindergarten, are particularly important because the attitudes and reputations that may be established at the outset of grade school may follow children through many years of formal schooling" (1987, p. 1169). While the importance of a smooth and successful transition is clearly established in the research literature, less than 20 percent of schools in the United States have transition practices in place that support the needs of children and families (Love, Logue, Trudeau, & Thayer, 1992). Many children experience discontinuity when making the transition from preschool or home into kindergarten. Easing the transition into kindergarten to ensure the maximum success in that pivotal year merits much attention and careful planning.
