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Early Childhood Transition

This module is an overview of transition from Early Intervention to Preschool Special Education and from Preschool Special Education to Kindergarten. We encourage you to share this link with families, classroom staff, service providers, administrators, service coordinators and other Early Intervention collaborators.

Click here for Module 1: Resources


Learn more about the key elements of child and family preparation and adjustment related to transition to preschool and kindergarten. This interactive module is research-based, practical, and includes downloadable transition tools and resources.

Click here for Module 2; Materials, Tools, Resources, and References

Please direct questions about the Early Childhood Transition Modules to Heidi McCaslin

Resources for both Early Transition Modules

State and Federal Guidelines

NECTC Transition Practices and Strategies

Internet Resources for both Early Transition Modules


Internet Resources- Early Transition Overview - Module 1

Print Media for Early Transition Overview Module 1

  • Tools for Transition in Early Childhood, Rous, B & Hallam, R (2006), Brookes Publishing
  • Transitions for Young Children: Creating Connections Across Early Childhood Systems, Kagan, SL, & Tarrant, K (edits), (2010), Brookes Publishing


Materials Used in the Early Transition Preparation and Adjustment for Children and Families - Module 2

Tools to Support Early Transition Preparation and Adjustment for Children and Families - Module 2

Tools for Professionals - Module 2

  • Preparation and Adjustment Checklist- completed by programs to monitor their transition practices based on Early Intervention Colorado and Preschool Special Education transition priorities

Tools for Families - Module 2

Internet Resources - Early Transition Preparation and Adjustment for Children and Families - Module 2

References - Early Transition Preparation and Adjustment for Children and Families - Module 2

  • Lovett, D.L., & Haring, K.A. (2003). Family perceptions of transitions in early intervention. Education and Training in Developmental Disabilities, 38 (4): (pp. 370-377).
  • Myers C.T., & Effgen, S.K. (2006) Physical therapists' participation in early childhood transitions. Pediatric Physical Therapy 18: 182-189. doi: 10.1097/
  • Ramey, CT, & Ramey, S.L. (1999) Beginning school for children at risk. In R.C Pianta & M.J. Cox (Eds.), The Transition to Kindergarten (pp. 217-251). Baltimore: Brookes
  • Rimm-Kaufman, S.E., Pianta, R.C., & Cox, M.J. (2000). Teachers' judgements of problems in the transition to kindergarten, Early Childhood Research Quarterly, 15(2), (pp. 147-166).
  • Rous, B., Harbin, G., & McCormick, J. (2006). The research base. In B. Rous & R Hallam (eds.), Tools for transition in early childhood: A step-by-step guide for agencies, teachers, and families (pp. 13-23). Baltimore: Brookes
  • Rosenkoetter, S., Schroeder, C., Rous, B., Hains, A., Shaw, J., & McCormick, K. (2009). Review in early childhood transition: Child and family studies (Technical Report #5). Lexington: University of Kentucky, Human Development Institute, National Early Childhood Transition Center.

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