Preparing Teachers to Support Transition and Bridge Discontinuity for Children and Families
Young children and their families often participate in a number of programs and services throughout their early years. Most commonly these programs include private child care, Head Start, public preschool, early intervention, and early childhood special education. Across these programs, funding streams, overall purpose and philosophy, and approaches to services and supports differ, often signiﬁ cantly, based on the state or locale in which services are provided. What these programs have in common however, is a desire to support the health, welfare, and optimal growth and development of young children. The plethora of programs and services available to young children and families has long been recognized as potentially duplicative and incongruent. A report from the U.S. Government Accountability Ofﬁ ce (U.S. GAO, 1994) which conducted a review of federal programs found 22 key programs provided services to children under age 5 in the U.S. Often, these programs targeted the same children, though were varied in the approaches and comprehensiveness of the services they provided.