[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584574-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-584574-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","research-brief-summer-2020-external-transitions-in-early-care-and-education","Research Brief Summer 2020 - External Transitions in Early Care and Education","","Research Brief Summer 2020 examines how external transitions affect young children when they move between early care and education settings. It frames development as a series of transitions and highlights that external changes—such as moves, expulsions, or program discontinuation—are less routine and can intensify risks. The brief summarizes concerns including increased likelihood of suspension and expulsion later, learning delays and regression, disrupted continuity of care, and worsened outcomes when adverse childhood experiences are involved. It also outlines module-based professional development resources for Kentucky providers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/research-brief-summer-2020-external-transitions-in-early-care-and-education/584574/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/research-brief-summer-2020-external-transitions-in-early-care-and-education/584574.png","ImageObject",300,407,{"name":42,"@type":43},"Damian","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the brief identify as external transitions in early care and education (ECE)?","Question",{"text":63,"@type":64},"External transitions are the relocation of a child from one ECE setting to an alternate setting. They are typically less routine than classroom-to-classroom changes and may be driven by parental choice, agency decisions, or service discontinuation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the brief warn against discouraging external transitions?",{"text":68,"@type":64},"It cites research noting that external transitions can increase the risk of suspension and expulsion later in school years. It also connects these outcomes with greater likelihood of dropping out, school failure, and negative attitudes.",{"name":70,"@type":61,"acceptedAnswer":71},"How do ACEs influence external transitions and child outcomes?",{"text":72,"@type":64},"The brief states that children experiencing ACEs are at greater risk for exhibiting challenging behavior, which can lead to center-initiated external transitions. It also links these transitions to higher risks for later suspension and expulsion, dropping out, and involvement with the criminal justice system.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584574,1792165636,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Research Brief  \nResearch Brief Summer 2020  \nResearch Brief Developed by Joanne Rojas, PhD  \nCorlia Logsdon, MS EdS Human Development Institute  \nExternal Transitions  \nEarly Care & Education Settings  \nIntroduction  \nHuman development is built on transition. Each progression from infancy to childhood to adolescence to adulthood is a series of smaller developmental transitions that occur in individual minds and bodies over time. Early childhood is particularly full of social and emotional transitions that occur because of external circumstances. Navigating these external transitions in early childhood is critical to healthy development.  \nSome children have additional challenges that make these transitions more difficult. For example, Adverse Childhood Experiences (ACEs), diagnosed or undiagnosed disability, or structural social inequities may be additional impediments impacting the ability to successfully transition from one stage to another. If a transition is sudden or unexpected, such as a family move or an expulsion from an early care setting, these challenges maybe heightened even more.  \nThis research brief will focus on the external transitions of children from one early care and education (ECE) setting to another. Child Care Aware of Kentucky has conducted research on this topic in order to provide professional development for childcare providers and directors across the state of Kentucky. Our offerings include a series of modules on External Transitions in Early Care and Education – Implications of Suspension and Expulsion on Children, Families, and Providers that include a focus on prevention and evidence-based practices, impacts on children and families, and programmatic impacts. Modules can be accessed at the HDI Learning Center, [www.hdilearning.org](www.hdilearning.org).  \nChild Impact of External Transitions in ECE  \nAll children experience routine transitions in ECE programs as they move from one classroom activity or area to another. ECE centers often use strategies to make these changes easier for children. External transition, the relocation of a child from one setting to an alternate setting, is typically less routine and has a greater impact on the ability of children and families to adjust. Such transitions may result from parental choice, an agency decision, or an ECE program discontinuing services to a child.  \nIn a 2016 report, the United States Department of Health and Human Services (DHHS) Deputy Assistant Secretary’s Office on Early Childhood Development discouraged external transitions because of potential negative impact. The DHHS reports that such transitions place young children at greater risk for suspension and expulsion in later school years. In school, children who are suspended or expelled are ten times more likely to drop out than other children, to experience school failure or be retained, and are at greater risk for developing negative attitudes and higher risk for incarceration. External transitions may also impact social-emotional and behavioral development. Such transitions may have the negative impact of delaying identification of disabilities and developmental delays (United States Department of Health and Human Services, 2016) .  \nExternal transitions may cause loss of previously learned skills, learning delays, and regression in development. Multiple research studies in both children and adults have found that regression in skills occurs when people of any age start a new project or activity. Regression is a natural part of adjustment to new learning situations. When children are placed in new situations, they may lose the ability to perform complex tasks that they could previously complete in familiar situations. Research suggests that the change itself directly impacts the ability to cope with such disruption in their learning (Sternberg & Williams, 1998) .  \nContinuity of care ensures that children experience predictable routines, expectations, curriculum, teaching and learni","cbCaisAqroIlOkMg","https://ap.wps.com/l/cbCaisAqroIlOkMg","pdf",433679,"English","# Introduction\n## Human development and the role of transitions\n## External transitions and added challenges\n# Child Impact of External Transitions in ECE\n## Routine vs. external transitions\n## Risks for suspension, expulsion, and school outcomes\n## Skill loss, regression, and learning disruption\n## Continuity of care and staffing turnover\n# Impact of Adverse Childhood Experiences (ACEs)\n## Behavior challenges and center-initiated transitions\n## Links to K-12 suspension, dropout, and justice involvement","[{\"question\":\"What does the brief identify as external transitions in early care and education (ECE)?\",\"answer\":\"External transitions are the relocation of a child from one ECE setting to an alternate setting. They are typically less routine than classroom-to-classroom changes and may be driven by parental choice, agency decisions, or service discontinuation.\"},{\"question\":\"Why does the brief warn against discouraging external transitions?\",\"answer\":\"It cites research noting that external transitions can increase the risk of suspension and expulsion later in school years. It also connects these outcomes with greater likelihood of dropping out, school failure, and negative attitudes.\"},{\"question\":\"How do ACEs influence external transitions and child outcomes?\",\"answer\":\"The brief states that children experiencing ACEs are at greater risk for exhibiting challenging behavior, which can lead to center-initiated external transitions. It also links these transitions to higher risks for later suspension and expulsion, dropping out, and involvement with the criminal justice system.\"}]","Research Brief Summer 2020 - External Transitions in Early Care and Education | PDF",1792051483]