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Author: Sheila Heaviside
Publisher:
ISBN:
Category : Kindergarten teachers
Languages : en
Pages : 132
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Book Description
Author: Sheila Heaviside
Publisher:
ISBN:
Category : Kindergarten teachers
Languages : en
Pages : 132
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Book Description
Author: Jerry West
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 12
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Book Description
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:
Publisher:
ISBN:
Category : Creative activities and seat work
Languages : en
Pages : 406
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Book Description
Trends toward increased focus on academics in U.S. schools have impacted children's opportunity for play, and children are spending more time in kindergarten classrooms today than decades past. Kindergarten teacher views researched in this study provide insights about the availability of play areas, time spent on child-directed activities relative to teacher directed activities, and teachers' value of self-regulation readiness skills relative to academic readiness skills. I conducted a secondary analysis of the Early Childhood Longitudinal Study - Kindergarten (ECLS-K 2010-2011), a large nationally representative data set, to examine public and private school sectors in the United States, controlling for teacher, school, and classroom characteristics. Additionally, I used an exploratory emergent design for a sub-study to compare the U.S. data with the Institute of Child Development Science Research (ICDSR) survey of Japanese early educators data set from 426 Japanese teachers. Kindergarten teachers in U.S. public schools provided less availability to play areas compared to other activity areas, and less time devoted to child-selected activities compared to teach directed activities than all other U.S. sectors and Japanese classrooms. However, kindergarten teachers in U.S. public schools placed similar value to other U.S. sectors on kindergarten academic readiness but higher value on self-regulation readiness skills than all other U.S. sectors and Japanese schools.
Author: Nancy Cappelloni
Publisher: Corwin Press
ISBN: 1452241945
Category : Education
Languages : en
Pages : 185
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Book Description
The hard truth? Some kids aren't as ready for kindergarten as others, dictated in part by their socioeconomic background and prior learning experiences. And unless we can provide the support these kids need early on, there's a risk they may never catch up. That's where Kindergarten Readiness steps in. It's a ready guidebook to help you equip our youngest students for formal schooling. Covering everything from involving parents to creating developmentally appropriate curriculum, this book will help you Understand the complexities of the transition to kindergarten Implement a successful program of instruction and assessment appropriate for children with various abilities Align your lessons with Common Core kindergarten standards Assess young children's skills and abilities Tailor your program to enrich learning for all students Filled with authentic photos and tools for practice, this is one of the rare resources to combine the latest research with immediately useable ideas and professional development support. Book jacket.
Author: M. Elizabeth Graue
Publisher: SUNY Press
ISBN: 9780791412039
Category : Education
Languages : en
Pages : 330
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Book Description
This book looks at readiness from a different perspective, arguing that we must move away from the readiness-as-child characteristic so prevalent in education and the popular press. Instead, readiness is explained as an idea constructed by parents, teachers, and children as they interact in their neighborhoods and communities. Graue describes three communities in the same school district: a middle-class, suburban town of professionals; a rural, working-class community; and a group of Hispanic, working-class families making their way through their children's kindergarten experiences. In each setting, the local meaning of readiness is the underlying theme in the actions taken by parents and their attitudes about their children's first public school experience.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 592
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Book Description
Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.
Author: Thomas D. Snyder
Publisher: DIANE Publishing
ISBN: 0756701309
Category :
Languages : en
Pages : 584
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Book Description
Issued by the Nat. Center for Educ. Statistics (NCES). Provides a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. Includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by NCES. Chapters: (1) all levels of education; (2) elementary and secondary education; (3) post-secondary education; (4) federal programs for education and related activities; (5) outcomes of education; (6) international comparisons of education; and (7) learning resources and technology. Includes 33 figures and 434 tables.
Author: Andrea Morris
Publisher:
ISBN: 9780549030591
Category :
Languages : en
Pages : 69
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Book Description
To examine the perceptions of center-based childcare provider and kindergarten teacher perceptions on school readiness, the Ready or Not survey was conducted. Childcare providers in this study placed more emphasis on academic readiness skills while kindergarten teachers placed more emphasis on social and behavioral skills. Results also indicated that participants believe that children's preschool experiences are important for school readiness and that children without disabilities tend to be more ready for kindergarten than children with disabilities. These findings advance present understanding of the differences in perceptions of childcare providers and kindergarten teachers on children's school readiness.
Author: Andrew J. Mashburn
Publisher: Springer
ISBN: 3319902008
Category : Psychology
Languages : en
Pages : 377
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Book 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.
