Impact of Kindergarten Transition Practices in Promoting Positive Behavioral School Readiness Skills

Abstract

Successfully adjusting to the behavioral demands of kindergarten is a pivotal, yet challenging, developmental milestone for students, making it imperative that schools have a comprehensive menu of universal transition practices and targeted transition interventions available. This systematic review was conducted to synthesize and evaluate the existing research on the outcomes associated with universal transition practices and targeted transition interventions aimed at improving social-emotional behavioral skills important to the transition to kindergarten. 17 studies were identified that met the inclusion criteria. Results from this review highlight the utility of targeting self-regulation skills in students transitioning to kindergarten through multi-component interventions that incorporate caregiver involvement. Limitations, directions for future research, and implications for practice are discussed.