On Is It "Birth TO Five" or "Birth THROUGH Five"? Help for kids at the upper end of early childhood

 
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When does early childhood end? Does it end when a child turns five or six? Does it go just through preschool, or through kindergarten, as in the following degree program description?
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Bachelor of Science in Education in Birth Through Five - The B.S.E. major in Birth Through Five (B-5) prepares teachers and other early care and education professionals to work in varied settings with young children and their families from infancy through Kindergarten age, including children who are typically developing and those with disabilities.

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http://education.gsu.edu/ece/BirthThroughFive.htm
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I have great interest in the upper end of early childhood, especially in children who still present with challenging behavior at the end of their time in preschool and are moving on to kindergarten. My impression is that there is more support for children with challenging behavior in preschool than there is for children with challenging behavior in kindergarten. How can that change?
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It seems to me that the "go to" websites for addressing challenging behavior in preschool can also be of enormous help to kindergarten staff, both in the classroom and supporting. What struggling kindergarten teachers can benefit from, it seems to me, is Positive Behavior Support. -gw
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http://csefel.vanderbilt.edu/

http://www.challengingbehavior.org/
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The following six steps are essential to the process of PBS.

• Building a Behavior Support Team-PBS begins by developing a team of the key stakeholders or individuals who are most involved in the child’s life. This team should include the family and early educator, but also may include friends, other family members, therapists, and other instructional or administrative personnel.

• Person-Centered Planning-Person-centered planning provides a process for bringing the team together to discuss their vision and dreams for the child. Person-centered planning is a strength-based process that is a celebration of the child and a mechanism of establishing the commitment of the team members to supporting the child and family.

• Functional Behavioral Assessment-Functional assessment is a process for determining the function of the child’s problem behavior. Functional Assessment or Functional Behavioral Assessment (FBA) involves the collection of data, observations, and information to develop a clear understanding of the relationship of events and circumstances that trigger and maintain problem behavior.

• Hypothesis Development-The functional assessment process is completed with the development of a behavior hypothesis statement. The behavior hypothesis statements summarize what is known about triggers, behaviors, and maintaining consequences and offers an informed guess about the purpose of the problem behavior.

• Behavior Support Plan Development-Once behavior hypotheses statements are developed to summarize the data gathered from the functional assessment process, the team can develop a behavior support plan. Essential components of the behavior support plan are prevention strategies, the instruction of replacement skills, new ways to respond to problem behavior, and lifestyle outcome goals.

• Monitoring Outcomes-The effectiveness of the behavior support plan must be monitored. This monitoring includes measurement of changes in problem behavior and the achievement of new skills and lifestyle outcomes.

http://www.challengingbehavior.org/explore/pbs/process.htm
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