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Author: Alan Booth
Publisher: Psychology Press
ISBN: 1136677461
Category : Psychology
Languages : en
Pages : 350
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Book Description
Significant disparities exist in children's behavioral and learning capacities that support successful transitions into school. In this new volume, leading researchers from a variety of disciplines review the latest data on how families influence their children's transitions into school. The inequalities that exist in school readiness, the roots of
Author:
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 892
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Book Description
This present study examined parent and teacher views of school readiness and school transition (SRST) before as well as after children started kindergarten. Also studied were indicators of school readiness that parents and teachers thought contributed to successful or challenging transition outcomes for students. The current study also addressed the topic of home-school communication and how teachers and parents viewed the role of communication as it becomes more instrumental in the SRST process. This investigation occurred in a mid-western city located approximately 70 miles from a larger urban center. A purposeful sampling method was employed to ensure selection of informed participants who could provide accurate school readiness and transition information that addressed the purpose of the research foci. Using case study research as a systematic method to examine the SRST phenomena, eight parents participated in one semi-structured interview in the summer of 2011, and six parents from this original cohort participated in a second wave of interview discussions in the fall of 2011. Three kindergarten teachers were interviewed once in the fall of 2011 and also participated in a focus group interview in the winter of 2012. Open-and fixed- response questionnaires, which were developed based on current scientific evidence in the field of SRST, were also administered to both parents and kindergarten teachers. Findings in this study revealed across qualitative and quantitative data, that high quality, reciprocal adult-child interactions can help offset the harmful effects of school challenges sometimes experienced by children before and after they enter kindergarten. In addition, quality parent involvement and home-school relationships are important both before and after a child enters kindergarten. Findings may be instructive to educators and parents. School districts may administer this study's approaches to determine and then to advise parents and teachers on recommended SRST activities of children before and after kindergarten entry. Future research on parent and teacher views of school readiness and school transition (SRST) should recruit a larger number of participants and follow up on children and their families as they enroll in several school programs before and after school begins.
Author: Alan Booth
Publisher: Psychology Press
ISBN: 0805864350
Category : Education
Languages : en
Pages : 350
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Book Description
First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Robert C. Pianta
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 442
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Book Description
Today's kindergarten is the onset of formal schooling for children--the first time families, schools, teachers, and communities come together to form an educational partnership. In this thought-provoking, issues-focused book, the experts explore the research on early schooling and give you a starting point with which to reexamine your beliefs, policies, and practices regarding the first years of school. Scholars, researchers, and other professionals will discover why early school transitions need to be improved and how these critical transitions affect children's future educational success. You'll learn about readiness assessment entrance ages grade retention classroom structure family-school-community partnerships cultural diversity children with disabilities children in poverty This book is part of a series edited by Donald B. Bailey, Jr., Ph.D., and developed in conjunction with the National Center for Early Development and Learning (NCEDL). Visit NCEDL's website for information on the center's research, upcoming meetings, and free online publications..
Author: Sue Dockett
Publisher: UNSW Press
ISBN: 9780868408019
Category : Education
Languages : en
Pages : 234
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Book Description
Delivers a comprehensive coverage of local and overseas research on transition to school.
Author: Liz Brooker
Publisher: McGraw-Hill Education (UK)
ISBN: 0335236375
Category : Education
Languages : en
Pages : 184
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Book Description
"The text is wide-ranging and discusses different approaches and examples of good practice in supporting transition, from around the world. ... Supporting Transitions in the Early Years gives early years practitioners a real insight into the theory that should underpin high quality everyday practice for everyone engaging with young children." Early Years Update Supporting Transitions in the Early Years explores the whole range of early childhood transitions, rather than simply looking at starting school or pre-school. It helps parents, practitioners, policy-makers and Early Years students at every level, to understand and support the successive transitions made by young children from birth to five. Starting from a discussion of the rapid pace of change in current societies, and children's need to acquire flexibility and resilience in adapting to change, it offers examples of transitions such as: Babies and toddlers moving into under-3s care Pre-schoolers moving into school Reception children moving into formal learning classrooms Support for the transitions of children with English as an additional language or special needs At each stage, individual case studies are discussed in relation to relevant theories of development and learning, and contemporary perspectives on children's well-being and children's rights. The international case studies offer clear examples of the ways that adults in high-quality settings can work together with parents to strengthen children's positive dispositions. The book highlights key qualities - resilience, resourcefulness and reciprocity - which adults should seek to foster in children, to facilitate their current transitions and prepare them for a future of change. The author also underlines the importance of listening to children from birth onwards, if we are to offer the kind of caring and educative environments that will best support their well-being.
Author: DeAnna M. Laverick
Publisher: Springer Science & Business Media
ISBN: 9400705735
Category : Education
Languages : en
Pages : 206
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Book Description
Transitions to new educational experiences are a universal rite of passage encountered by children worldwide. This volume in the Educating the Young Child: Advances in Theory and Research, Implications for Practice series provides early childhood educators with a resource that focuses on the transitions that young children make to early care and education settings, along with the issues that surround this important time in their lives. New experiences, such as the start of formal schooling, mark important and exciting events that also evoke different reactions from children and their families. The diverse experiences, traits, and needs exhibited by young children provide early childhood educators with what may be a potentially challenging role. With an international focus, the purpose of Transitions to Early Care and Education: International Perspectives on Making Schools Ready for Young Children is to communicate an enlarged view of the transition process in order to appreciate and honor the promise and potential of all children worldwide. Contributing to this volume are a group of distinguished researchers, practitioners, and educators in the field of early childhood education. Their collective expertise is shared with those who are committed to educating and caring for young children and the families they serve.
Author: United States. National Education Goals Panel. Goal 1 Technical Planning Group
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 64
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Book Description
In 1990, the National Education Goals were established by the President and the 50 state governors. Great attention has been given to Goal 1, dubbed the "readiness" goal: By the year 2000, all children in America will start school ready to learn. The Goal 1 Resource Technical Planning Groups were asked to suggest ways in which Goal 1 could be measured. The purpose of this document is to further amplify the dimensions of early learning and development used by the National Educational Goals Panel to measure progress toward Goal 1. The following five dimensions are discussed: (1) "Physical Well-Being and Motor Development"; (2) "Social and Emotional Development," serving as the foundation for relationships which give meaning to school experience; (3) "Approaches toward Learning," referring to the inclinations, dispositions, or styles that reflect ways children become involved with learning; (4) "Language Development"; and (5) "Cognition and General Knowledge." For each of the dimensions, a rationale; general definition; the relationship to individual, cultural, and contextual variation; and a summary are given. The report concludes with a discussion of underlying issues, implications, and action steps. (Contains 83 references.) (BGC)
Author: Lara Fridani
Publisher:
ISBN:
Category :
Languages : en
Pages : 333
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Book Description
This research explains the perspectives and practices of teachers, parents and education policy makers on school readiness and transition to primary schools in Jakarta, the capital city of Indonesia. Specifically, it investigates stakeholders' conceptions and practices of school readiness and considers why different stakeholders in Indonesia prioritize different aspects of school readiness, which impact on their practices. The research specifically aimed to (i) contribute to directions on school readiness and transition policy development; (ii) feed the results into developing teachers' capacity to support children's learning, development and transition to school; (iii) add to the body of literature on school readiness and transition to school in Indonesia; and (iv) develop strategies that can lead to more participation of parents in school transition programs. The study was conducted using a mixed method approach and designed as a QUAN-qual model, where the researcher collected quantitative data first followed by qualitative data. The first phase of the study involved 315 teachers in Jakarta altogether of whom 200 teachers worked in the last semester of kindergarten and 115 teachers worked in the first grade of primary school. They were asked to fill a questionnaire on school readiness and primary school. In the second phase, 105 participants across Jakarta took part in focus group discussion. Coming from three types of settings (30 primary school teachers, 40 kindergarten teachers and 35 parents), these participants were divided into 15 groups across Jakarta's regions (Centre, East, West, South, and North). The teacher participants on the later phase were selected from those who were involved in the first phase. Individual interviews were also conducted with two education policy makers who were selected through purposeful sampling. The results showed that national education policy, teachers and school factors, parents' expectation were key variables that informed school readiness and transition practices. The findings of this study have demonstrated that it is crucial to rethink school readiness concepts and transition practices in light of Bioecological theory for Indonesia. This means, the conceptualization of school readiness and transition practice should be grounded in values and beliefs about the nature of children's development, and should not merely focus on a child's academic skills with the aim of making them accepted in a 'better standard' primary school. The findings from this study might be used to influence policy and practice related to some issues on school readiness and transition considering the context of Indonesia and as suggested by international literature. By examining and discussing stakeholders' perspectives and practices, the researcher advanced arguments for a Bronfenbrenner's Bioecological Framework for school readiness and transition to primary schools in Indonesia. This thesis concluded with directions for greater collaboration between home, kindergarten, primary schools settings, and education policy makers when developing school readiness and transition programs for children.
Author: Robert C. Pianta
Publisher: Brookes Publishing Company
ISBN: 9781557666154
Category : Education
Languages : en
Pages : 0
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Book Description
This how-to handbook with field-tested methods helps schools and programs make the transition to kindergarten smoother for young children and the professionals and families who care about them.
Author: Bob Perry
Publisher: Springer Science & Business Media
ISBN: 9400773501
Category : Education
Languages : en
Pages : 301
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Book Description
This book provides an important compilation and synthesis of current work in transition to school research. The book focuses strongly on the theoretical underpinnings of research in transition to school. It outlines key theoretical positions and connects those to the implications for policy and practice, thereby challenging readers to re-conceptualize their understandings, expectations and perceptions of transition to school. The exploration of this range of theoretical perspectives and the application of these to a wide range of research and research contexts makes this book an important and innovative contribution to the scholarship of transition to school research. A substantial part of the book is devoted to detailed examples of transition to school practice. These chapters provide innovative examples of evidence-based practice and contribute in turn, to practice-based evidence. The book is also devoted to considering policy issues and implications related to the transition to school. It records a genuine, collaborative effort to bring together a range of perspectives into a Transition to School Position Statement that will inform ongoing research, practice and policy. The collaborative, research, policy and practice based development of this position statement represents a world-first.
