The Transition to Kindergarten for Children with and without Special Needs: Identification of Family Experiences and Involvement

Abstract

The transition to kindergarten is one of the significant transition steps for children in early childhood. The family, being the closest circle of the child, supports the development of the child in the transition and affects the transition process with its resources and needs. In this regard, this study examined the experiences and participation of families of children with and without special needs in the transition to kindergarten. This study is a survey research in which family experiences and involvement in the transition to kindergarten are determined. The Family Experiences and Involvement in Transition questionnaire was used to assess family involvement in transition preparation activities and transition concerns during kindergarten entry. A total of 232 parents participated in the study. Research results show that both family groups are most concerned with are similar. The research identifies the situation that families are most concerned about as getting used to a new school. Whether they have a child with disabilities or not, the types of information that both family groups prefer were similar. In the transition process, families especially favoured meetings and visits as the types of family involvement. Upon discussing the findings in line with the relevant literature, this study makes suggestions for further research and applications.