Keywords:
transition to kindergarten, bilingual, authentic assessment, parents, practitioners, transition practices
Abstract
Most traditional assessment tools often have shortcomings supporting children who are multilingual during their transition from preschool to kindergarten. Teachers and families active collaboration during assessments supports children during the transition process. The results from a study conducted with Head Start teachers and families highlighted possible areas in which transition practices could be strengthened through individualized child assessment by parents and teachers. The implication of the similarities and differences of scores across domains highlighted potential needs in assessments and transition practices. This paper shares research to practice connections by looking at several key challenges in assessing children during kindergarten transition, and specific strategies for implementing authentic assessment with multilingual learners. The paper also shares specific recommendations for program implementation that emerged from current research.
Author Biographies
Ehichoya Edokhamhen, Tennessee State University
Dr. Ehi Edokhamhen is an Assistant Professor in the Department of Teaching and Learning at Tennessee State University, Nashville TN. With a background in Early Childhood Education and Psychology, Dr. Edokhamhen's expertise spans teaching, research, and service. With a research focus on teacher education and workforce development, Edokhamhen has conducted research with Head Start teachers. Edokhamhen is an active member of professional associations such as National Association for the Education of Young Children (NAEYC), National Association of Early Childhood Teacher Educators (NAECTE), Association for Constructivist Teaching (ACT), and Literacy Association of Tennessee. Dr. Edokhamhen is originally from Nigeria. He is married and has a 9 month old son.
Kelcie Burke, University of Nebraska Lincoln
Kelcie Burke is a first year PhD student at the University of Nebraska at Lincoln working on a doctorate in Human Sciences specializing in Child Development/Early Childhood Education. She has had a passion for working with families and children since her undergraduate years. Burke is a play researcher and advocate with interests in the use of play for learning and development as well as teacher practices.
Marisa Macy, University of Wyoming
Marisa Macy is full professor and holds the John P. Ellbogen Foundation Professorship of Early Childhood Education at the University of Wyoming. Macy has more than 25 years of experience as an educator. Macy, a Seattle native, earned a bachelor’s degree in English at the University of Washington and a post baccalaureate in K–12 special education from St. Martin’s College in Olympia, Washington. She received master’s and doctorate degrees in special education with early childhood special education and early intervention from the University of Oregon. Macy completed the Certificate in Early Education Leadership from the Graduate School of Education at Harvard.
Section
Research Articles
License
Copyright (c) 2025 Ehichoya Edokhamhen, Kelcie Burke, Marisa Macy
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2025 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/).
