Given the historically disparate array of programs for young children, it is not surprising a lack of coordination (e.g., Wischnowski, Fowler, & McCollum, 2000; Rous, Hemmeter, & Schuster, 1999; Rosenkoetter, Hains, & Fowler, 1994) and continuity (e.g., Chun, 2003; Kemp, 2003; LeAger & Shapiro, 1995; Love, Logue, Trudeau, & Thayer, 1992) across and among these programs has long been reported in the literature. This chapter will focus on key terms in the literature related to discontinuity, a summary of the current research, conceptual frameworks that have been used to describe and undergird the research, and key practices that have emerged from the literature. (author abstract)