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Kindergarten Transition and Readiness

Promoting Cognitive, Social-Emotional, and Self-Regulatory Development

  • Andrew J. Mashburn
  • Jennifer LoCasale-Crouch
  • Katherine C.  Pears

Table of contents

  1. Front Matter
    Pages i-xxiii
  2. Understanding Children’s Development During the Kindergarten Transition

  3. Understanding Kindergarten Transitions for Specific Groups of Children

    1. Front Matter
      Pages 139-139
    2. Arya Ansari, Robert Crosnoe
      Pages 185-204
    3. Andrew S. White, Kate N. Sirota, Scott R. Frohn, Sara E. Swenson, Kathleen Moritz Rudasill
      Pages 225-245
  4. Supporting Children’s Development During the Kindergarten Transition

    1. Front Matter
      Pages 247-247
    2. Timothy W. Curby, Elizabeth Berke, Vincent C. Alfonso, Jamilia J. Blake, Darlene DeMarie, George J. DuPaul et al.
      Pages 249-264
    3. Najia Zulfiqar, Jennifer LoCasale-Crouch, Beverly Sweeney, Jamie DeCoster, Kathleen Moritz Rudasill, Colin McGinnis et al.
      Pages 265-281
    4. Katherine C. Pears, Livia Carpenter, Hyoun K. Kim, Emily Peterson, Philip A. Fisher
      Pages 283-302
  5. Back Matter
    Pages 369-377

About this book

Introduction

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. 

Keywords

Alignment between Head Start and kindergarten Cognitive development in early childhood Dual language learners in kindergarten English language learners in kindergarten Early adversity in kindergarten Early childhood development Early childhood education Early childhood special education Evidence-based interventions for promoting school readiness Evidence-based practices for promoting school readiness Head Start, preschool, and transition to kindergarten Pre-K and school readiness School readiness for children with disabilities School readiness for English language learners School readiness for children facing adversity Self-regulatory development in early childhood Social-emotional development in early childhood Transition to kindergarten for children with disabilities Transition to kindergarten for English language learners Transition to kindergarten for children facing adversity

Editors and affiliations

  • Andrew J. Mashburn
    • 1
  • Jennifer LoCasale-Crouch
    • 2
  • Katherine C.  Pears
    • 3
  1. 1.Department of PsychologyPortland State UniversityPortlandUSA
  2. 2.University of VirginiaCharlottesvilleUSA
  3. 3.Oregon Social Learning CenterEugeneUSA

Bibliographic information

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