Children who have a difficult transition to kindergarten may suffer from a host of adjustment problems, including internalizing and externalizing symptoms (e.g., Belsky & MacKinnon, 1994). Current research indicates that children’s attitudes, feelings, and traits matter as much as their academic readiness thus many transition-to-kindergarten programs focus on promoting positive relationships in addition to learning activities (e.g., La Paro, Kraft-Sayre, & Pianta, 2003). The transition to kindergarten involves helping children enter school ready to learn, as well as establishing positive relationships between teachers, parents, and children in order to provide a supportive learning environment for the child. Belsky & MacKinnon, 1994 Love, Logue, Trudeau, & Thayer, 1992 Pianta & Cox, 1999).
Given that positive experiences in the early school years have significant implications for later academic competence, a smooth transition to kindergarten is optimal (e.g. Hadley, Wilcox, & Rice, 1994 Howes et al., 2008 Ling-Lin, Lawrence, & Gorrell, 2003), with engagement in aggressive behavior acting as a significant risk for kindergarten adjustment problems. Recent research has identified social-emotional abilities as equally important to success in school (e.g. However, the focus of school readiness research has traditionally centered on academic skills.
The National Education Goals Panel (1995) placed having all children enter kindergarten “Ready to Learn” as a key policy goal in the United States. The transition from preschool to kindergarten has been identified as a contributing factor to children’s academic achievement and school adjustment in elementary school and onward.