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

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Recognizing and Addressing the Effects of Early Adversity on Children’s Transitions to Kindergartenth the transition to kindergarten. This is particularly likely because these children demonstrate deficits in academic, social, and self-regulatory school readiness skills prior to kindergarten entry. Such deficits may result from the negative impacts of early adversity on children’s early learning

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School Readiness and Kindergarten Transitions: Children with Vision Impairment and Blindnesscritical to their future academic success. If children, who are visually impaired, particularly those using braille as their primary learning medium, experience a comprehensive and successful transition process, they will be better prepared to participate in and benefit from the kindergarten classro

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Children’s Temperament and the Transition to Kindergarten: A Question of “Fit”book of child psychology: social, emotional, and personality development. Wiley, New York, 2006), comprises multiple dimensions which have been implicated in enhancing or inhibiting children’s school readiness. This chapter seeks to provide readers with a primer of five temperamental dimensions and

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Transition Practices into Kindergarten and the Barriers Teachers EncounterKindergarten teachers across the United States who reported on their transition practices and the barriers to using those practices. Results indicated teachers’ primary strategies for transition involved communicating to the parents of the entire class by way of newsletters, by emails, or by hosting

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Transition Practices and Children’s Development During Kindergarten: The Role of Close Teacher-Childre to enter kindergarten, they show improved outcomes in kindergarten. Positive teacher-child relationships may be a link between transition practices and children’s school success. Here we examine whether teacher-child closeness mediates between kindergarten teachers’ use of transition practices an

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Stretch to Kindergarten: A Model of Shared Partnership for Student Successge in the Bay Area of California that bridges educational inequities by providing opportunities to strengthen the capacity of families, schools, and communities to work together to ensure the success of all students from early childhood through college. The program’s relationship to an open access i

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Alignment and Coherence as System-Level Strategies: Bridging Policy and Practice early care and education (ECE) and K-12 education. Challenges in bridging these systems are rooted in paradigmatic and structural differences that make ongoing, meaningful collaboration and alignment between ECE and K-12 difficult and complex to address. With practitioners and policymakers alike ex