Kindergarten Transition and Readiness

Description

This book presents a comprehensive overview of children’s transitions to kindergarten as well as proven strategies that promote their readiness. It presents theories and research to help understand children’s development during the early childhood years. It describes evidence-based interventions that support children in developmental areas essential to school success, including cognitive, social-emotional, and self-regulatory skills. Chapters review prekindergarten readiness programs designed to promote continuity of learning in anticipation of the higher grades and discuss transitional concerns of special populations, such as non-native speakers, children with visual and other disabilities, and children with common temperamental issues. The volume concludes with examples of larger-scale systemic approaches to supporting children’s development during the transition to kindergarten, describing a coherent system of early childhood education that promotes long-term development. Featured topics include:Consistency in children’s classroom experiences and implications for early childhood development. Changes in school readiness in U.S. kindergarteners. Effective transitions to kindergarten for low-income children. The transition into kindergarten for English language learners. The role of close teacher-child relationships during the transition into kindergarten. Children’s temperament and its effect on their kindergarten transitions.Kindergarten Transition and Readiness is a must-have resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, educational psychology, social work, special education, and early childhood education. Front Matter ....Pages i-xxiii Front Matter ....Pages 1-1 A Conceptual Framework for Understanding and Supporting Children’s Development During the Kindergarten Transition (Rita Yelverton, Andrew J. Mashburn)....Pages 3-29 Children’s Developmental Needs During the Transition to Kindergarten: What Can Research on Social-Emotional, Motivational, Cognitive, and Self-Regulatory Development Tell Us? (Ellen Skinner)....Pages 31-57 Consistency in Children’s Classroom Experiences and Implications for Early Childhood Development (Laura L. Brock, Timothy W. Curby, Amy L. Cannell-Cordier)....Pages 59-83 Continuity and Change in Low-Income Children’s Early Learning Experiences Across the School Transition: A Comparison of Head Start and Kindergarten Classrooms (Tashia Abry, Michelle Taylor, Manuela Jimenez, Megan E. Pratt, Jennifer LoCasale-Crouch)....Pages 85-109 Changes in School Readiness of America’s Entering Kindergarteners (1998–2010) (Scott Latham)....Pages 111-138 Front Matter ....Pages 139-139 Effective Transitions to Kindergarten for Children with Disabilities (Caroline Gooden, Beth Rous)....Pages 141-162 Recognizing and Addressing the Effects of Early Adversity on Children’s Transitions to Kindergarten (Katherine C. Pears, Emily Peterson)....Pages 163-183 The Transition into Kindergarten for English Language Learners (Arya Ansari, Robert Crosnoe)....Pages 185-204 School Readiness and Kindergarten Transitions: Children with Vision Impairment and Blindness (Lisa McConachie)....Pages 205-223 Children’s Temperament and the Transition to Kindergarten: A Question of “Fit” (Andrew S. White, Kate N. Sirota, Scott R. Frohn, Sara E. Swenson, Kathleen Moritz Rudasill)....Pages 225-245 Front Matter ....Pages 247-247 Transition Practices into Kindergarten and the Barriers Teachers Encounter (Timothy W. Curby, Elizabeth Berke, Vincent C. Alfonso, Jamilia J. Blake, Darlene DeMarie, George J. DuPaul et al.)....Pages 249-264 Transition Practices and Children’s Development During Kindergarten: The Role of Close Teacher-Child Relationships (Najia Zulfiqar, Jennifer LoCasale-Crouch, Beverly Sweeney, Jamie DeCoster, Kathleen Moritz Rudasill, Colin McGinnis et al.)....Pages 265-281 The Kids in Transition to School Program (Katherine C. Pears, Livia Carpenter, Hyoun K. Kim, Emily Peterson, Philip A. Fisher)....Pages 283-302 Stretch to Kindergarten: A Model of Shared Partnership for Student Success (Betsy Nikolchev, Carmen Ponce)....Pages 303-325 Promoting Positive Transitions Through Coherent Instruction, Assessment, and Professional Development: The TRIAD Scale-Up Model (Julie Sarama, Douglas H. Clements)....Pages 327-348 Alignment and Coherence as System-Level Strategies: Bridging Policy and Practice (Kristie A. Kauerz)....Pages 349-368 Back Matter ....Pages 369-377