August 17, 1998 Contact: Robert Pianta, (804) 243-5483 rcp4p@virginia.edu TO HELP YOUR CHILD SUCCEED IN KINDERGARTEN, MAKE APPOINTMENT WITH TEACHER NOW -- NOT IN THE FALL Kindergarten teachers nationwide are concerned that nearly half of the children entering kindergarten will not adjust successfully to school. The number of students experiencing success, though, could increase significantly if teachers would establish contact with families at the beginning of school -- not in late fall as is the usual practice. These are two findings of a nationwide survey of nearly 3,600 kindergarten teachers conducted by the National Center for Early Development and Learning. Teachers believe that 48 percent of kindergartners face difficulties, such as inability to follow directions, that can rob them of future school success, the survey shows. But their chances of success could be greatly increased if teachers met with parents in late August or early September to learn about the children and to explain the school's expectations, according to Robert C. Pianta, a University of Virginia researcher who co-directed the survey. "Young children benefit from clear communication between home and school, but, unfortunately, most parent-teacher conferences do not occur until after the first report card -- usually in November," said Pianta. Although parents are often invited to back-to-school nights in September or October, such group orientations do not give teachers opportunities to learn about individual students and their families, he noted. "Open house-type events are only a small part of building meaningful relationships between teachers and families. To ensure a child's success in school, we strongly recommend that parents schedule visits with teachers during the first two weeks of school," said Pianta, a professor in U.Va.'s Curry School of Education and a co-director of a long-term national study examining the changes children experience before, during and after kindergarten. During those visits, teachers should describe classroom routines and academic challenges facing the children, and they should learn from parents about their children's interests, talents and approaches to learning, Pianta said. "Such visits give parents and teachers a 'common denominator' of expectations. Parents gain a clear understanding of how they can help children, and teachers gain insights that can enrich their instruction," said Pianta. Teachers in the survey reported that a major barrier to conducting conferences early in the school year is that class lists are generated, on average, only 15 days before school opens. "With such short notice, there is little opportunity for the teacher to establish relationships that can head off problems for the child," Pianta said. Even if class lists were available before school starts, teachers would not likely conduct parent meetings before school opens because they are not paid for summer work, the survey showed. The lack of early connections between home and school can undermine children's potential to succeed, Pianta said. "For many children, entering kindergarten is an abrupt transition. An early parent-teacher conference would help give the child a sense of connection to school." Few teachers conduct home visits with families, the survey showed. The most frequent methods for communicating with parents are letters, open houses and talks after school opens, the survey indicates. Schools with the greatest needs -- urban schools, those with large numbers of minority students and high-poverty levels -- rely heavily on group-oriented practices. "Sadly, such practices run counter to what children and families need in order to connect with the school," he said. Because of the importance of establishing early relationships with families, researchers at the National Center for Early Development and Learning (NCEDL) recommend that schools produce class lists as early as possible and encourage teachers to contact families at the beginning of the school year. Located at the University of North Carolina at Chapel Hill, NCEDL conducts research on factors contributing to children's success in kindergarten and early grades. ### Television reporters should contact the TV News Office at (804) 924-7550. 3 C'S CAN HELP CHILDREN MASTER THEIR ABC'S A child's successful entry into kindergarten may depend on the three C's, a national survey shows. A recent National Center for Early Development and Learning survey of approximately 3,600 kindergarten teachers nationwide indicates that children are likely to experience success in school if: ¥ Communication between home and school is established early -- before school starts or at the beginning of the year. ¥ Conversations between teachers and families clearly establish the school's expectations and allow parents to voice concerns. ¥ Collaboration between teachers and families builds in children a sense of connection to school. "Children benefit the most when teachers establish and maintain individualized contact with parents. To encourage a child's success in kindergarten, it is essential for parents to meet with teachers within the first two weeks of school," said Robert C. Pianta, a University of Virginia educator and co-director of a recent national survey of kindergarten teachers. For more information, Pianta can be reached at (804) 243-5483 or via rcp4p@virginia.edu.