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Related Experiment Video

Updated: May 23, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Blending theory with practice: implementing kindergarten transition using the interactive systems framework.

Ken J Smythe-Leistico1, Colleen P Young, Laurie A Mulvey

  • 1Office of Child Development, University of Pittsburgh, 400 N. Lexington St, Pittsburgh, PA 15208, USA.

American Journal of Community Psychology
|March 22, 2012
PubMed
Summary
This summary is machine-generated.

Implementing a kindergarten transition program using the Interactive Systems Framework (ISF) required adapting evidence-based practices to community needs. Continuous improvement involves enhanced leadership, school support, and data collection for smoother child entry into kindergarten.

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Published on: December 14, 2012

Area of Science:

  • Community Psychology
  • Educational Psychology
  • Implementation Science

Background:

  • Kindergarten transition is a critical developmental period impacting school readiness and long-term academic success.
  • Effective transition programs require multi-sectoral collaboration involving schools, families, and community services.
  • The Interactive Systems Framework (ISF) provides a model for implementing and sustaining evidence-based programs in real-world settings.

Purpose of the Study:

  • To describe the collaborative implementation of a kindergarten transition demonstration project using the Interactive Systems Framework (ISF).
  • To explore stakeholder perspectives on adapting evidence-based practices for community-specific needs during kindergarten transition.
  • To identify lessons learned and next steps for improving kindergarten transition initiatives.

Main Methods:

  • Utilized the Interactive Systems Framework (ISF) as a guiding structure for project implementation.
  • Employed a collaborative approach, involving diverse stakeholders including educators, family services, parents, and university intermediaries.
  • Incorporated first-person accounts from stakeholders to capture varied implementation experiences.
  • Blended existing research on kindergarten transition and parent involvement with community feedback to develop a practice model.

Main Results:

  • Successful adaptation of evidence-based approaches was necessary to meet the unique needs of each community.
  • Stakeholder collaboration provided valuable insights into the practicalities of program implementation.
  • The ISF facilitated a structured yet flexible approach to program development and rollout.
  • Qualitative data highlighted the importance of community-specific tailoring for effective interventions.

Conclusions:

  • The Interactive Systems Framework (ISF) is a valuable tool for guiding complex community-based program implementation, such as kindergarten transition initiatives.
  • Adapting evidence-based practices to local contexts and involving diverse stakeholders are crucial for successful program outcomes.
  • Continuous program improvement necessitates strengthening leadership, providing targeted school support, and enhancing data collection mechanisms.