The transition to kindergarten is regarded as a
critical time for both children and families, especially for
families with low incomes who are at greatest risk for
educational challenges. Most studies focus on the school
perspective as children enter classrooms, and less scholarship
focuses on the family perspective. This paper shifts
the conversation to the context of the family and how
families understand and experience kindergarten entry. As
part of a larger qualitative study on the transition to school,
24 parents participated in semi-structured interviews where
they described the process of preparing children for kindergarten
before school entry, and then reflected on the
actual process 1 year later. Based on a thematic analysis of
interview data, four main themes emerged: (1) The transition
is still going, (2) Logistics were the toughest part, (3)
I told you this would happen, and (4) The first time is the
hardest. Findings from this study generate new knowledge
related to the lived experiences of families from lowerincome
backgrounds, as well as many of the challenges
they encounter with the educational system. Supporting the
transition to school requires the building of relationships
with families and examining the family context in addition
to the school context. Implications for early childhood
personnel and schools are discussed.

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• The Transition to Kindergarten: How Families from Lower-Income Backgrounds Experienced the First Year

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