The construction of shared meanings in play, pretense enactment, internal state language, and sibling relationship quality were investigated in 40 kindergarteners with an older (M age = 7.10 years) or younger (M age = 3.6 years) sibling. Dyadic strategies to construct shared meanings (e.g., extensions, building on) were positively associated with frequency of pretense and internal state language. Developmental differences indicated that older dyads used more shared meaning strategies, whereas younger dyads engaged in non-maintenance behaviors (i.e., disruptions to flow of play). Furthermore, firstborn kindergarteners used more non-maintenance behaviors, whereas second-born kindergarteners extended partner's ideas. Findings highlight the sibling relationship as a context for illuminating social understanding and relationship dynamics during pretend play.

Transition to school for children with autism spectrum disorders (ASDs) places demands on children, parents, and school settings. The unique experiences of parents from diverse backgrounds have not been studied extensively. This qualitative study explored the experiences of 5 Canadian and 5 immigrant families during the transition to school for their children with ASDs. Parent perceptions of support systems during this transition and their experiences with preschool and elementary school staff were analyzed to understand their experiences. Thematic analyses of parent interviews revealed that parents perceived the quality of care during preschool as more supportive than the care received in elementary school. A variety of resources, such as familial, educational, and community support, seemed to help some Canadian and immigrant families in different ways. The transition to school experiences of parents of children with ASDs has important implications for school psychologists who facilitate and mediate parent–school partnerships and interagency collaboration.

The developmental model of transition Pianta and colleagues outlined emphasizes the interconnected relationships among the child, teacher, family, peers, and community that are developed across time (Pianta & Kraft-Sayre, 2003). This study focused on the use of transition practices as perceived by parents and teachers. Parents (8 groups) and 23 teachers of 95 children engaged in focus group discussions at the beginning and during the kindergarten year. Overall, teachers reported similar school-mandated practices, such as gradual entry, small group meetings on the first day of school, and a parent orientation meeting on the night before school starts. These transition practices were welcomed by parents and were consistent with the majority of transition practices reported in other kindergarten studies in North America (e.g., La Paro, Pianta, & Cox 2000; Nelson, 2004; Yeom, 1998). Both parents and teachers valued communication; however, parents often found it difficult to navigate communication with the school.

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The transition from kindergarten to Grade 1 is marked by a sudden decrease in children’s play time (Broström, 2005; Hartmann & Rollett, 1994). This study sought to examine 69 Montreal-area Grade 1 children’s beliefs about out of school play, as well as their parents’ (N = 56) perceptions of their play. Findings indicate that parents value play for their child’s development and education, for building relationships and self-esteem, for processing emotional experiences, for relaxation, and for fun. Many parents expressed a preference for active outdoor play, as well as pretend and creative play, board games, and puzzles, explaining that they discouraged television and video games, aggressive play, and play with sexual themes. Children reported enjoying active outdoor play, toys, construction and art activities, and video game play, with parents, siblings, friends, and pets. Limitations to play included lack of neighbourhood children, parents or siblings who did not play, and restrictions to inviting friends over.