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Design thinking techniques, including empathetic interviews, provide a promising new methodology for enhancing the quality of childcare services. This human-centred approach seeks to address complex problems with a deliberate, thoughtful solution-seeking process [Brown, T. (2008, June). "Design thinking. Harvard Business Review." Retrieved from http://www.ideo.com/images/uploads/thoughts/IDEO_HBR_Design_Thinking.pdf]. This process includes several iterative phases: discovery, interpretation, ideation, experimentation, and evolution. Empathetic interviews were used to identify underlying needs of childcare providers and their technical assistance coaches. The empathetic interview and the prototype development processes used to address the needs of providers are detailed. This technique holds promise for those responsible for designing, implementing, and refining coaching services, as well as nurturing the relationships between those delivering childcare services and those providing technical assistance services. The implications of design thinking for coaching will be explored, and practical tips for implementing these techniques across contexts shared.

Early childhood transition services for children play a vital role in their successful entry to school; however, little is known regarding factors that may impact the use of various important transition practices. Therefore, the purpose of this study was to examine the impact of a community demographic characteristic (specifically, rurality) on the reported use of specific transition practices. Preschool teachers' report of their use of transition practices was evaluated in a nationally representative sample of 2,434 teachers. Results revealed significant differences in the utilization use of 11 transition practices between rural and urban classrooms. Further, teachers in rural communities utilized used a different number of transition practices in comparison to their urban peers. The implications of this study and needed future research are discussed.

The study of transition process for young children with disabilities and their families is complex. This complexity is reflected in efforts by researchers and policy makers to understand the phenomenon and determine ways to improve the transition experiences and outcomes of young children with disabilities and their families. This article synthesizes the literature from early childhood special education as well as general early childhood in an effort to exemplify the current understanding of transition processes and practices. Future directions for more integrated approaches to transition research, policy, and practice are presented. (Contains 1 figure.)