Titlebook: Kindergarten Transition and Readiness; Promoting Cognitive, Andrew J. Mashburn,Jennifer LoCasale-Crouch,Kather Book 2018 Springer Internati

Obsolescent

书目名称Kindergarten Transition and Readiness影响因子(影响力)




书目名称Kindergarten Transition and Readiness影响因子(影响力)学科排名




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书目名称Kindergarten Transition and Readiness网络公开度学科排名




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书目名称Kindergarten Transition and Readiness被引频次学科排名




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书目名称Kindergarten Transition and Readiness年度引用学科排名




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书目名称Kindergarten Transition and Readiness读者反馈学科排名

Accede

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https://doi.org/10.1007/978-3-319-90200-5Alignment between Head Start and kindergarten; Cognitive development in early childhood; Dual language

大量杀死

SNEER

ABIDE

Children’s Developmental Needs During the Transition to Kindergarten: What Can Research on Social-Em it is sometimes referred to as “the five to seven year shift.” The goal of this chapter is to focus on that qualitative shift by drawing together the changes in social-emotional, motivational, cognitive, and self-regulatory development that normatively take place during this window and to highlight

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Continuity and Change in Low-Income Children’s Early Learning Experiences Across the School Transitid description of prekindergarten and kindergarten learning experiences among an economically disadvantaged group: 4-year-old children attending Head Start. We begin by introducing Head Start as a federal initiative to support the school readiness of low-income children. We then highlight emerging ev

euphoria

Changes in School Readiness of America’s Entering Kindergarteners (1998–2010)es to the early childhood landscape. I use a broad definition of school readiness that includes not only academic skills such as reading and math knowledge but also social and emotional skills and physical health. The most striking changes over time are large increases in children’s math and literac

nurture

Effective Transitions to Kindergarten for Children with Disabilitiesnguage delays. Overall, while transition process and practices for children with disabilities are similar as for their typically developing peers (Rous. (2008). . (Technical Report No. 3). Lexington: University of Kentucky, Human Development Institute, National Early Childhood Transition Center. Ava