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Kindergarten Transition and Readiness

Overview of attention for book
Cover of 'Kindergarten Transition and Readiness'

Table of Contents

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    Book Overview
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    Chapter 1 A Conceptual Framework for Understanding and Supporting Children’s Development During the Kindergarten Transition
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    Chapter 2 Children’s Developmental Needs During the Transition to Kindergarten: What Can Research on Social-Emotional, Motivational, Cognitive, and Self-Regulatory Development Tell Us?
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    Chapter 3 Consistency in Children’s Classroom Experiences and Implications for Early Childhood Development
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    Chapter 4 Continuity and Change in Low-Income Children’s Early Learning Experiences Across the School Transition: A Comparison of Head Start and Kindergarten Classrooms
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    Chapter 5 Changes in School Readiness of America’s Entering Kindergarteners (1998–2010)
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    Chapter 6 Effective Transitions to Kindergarten for Children with Disabilities
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    Chapter 7 Recognizing and Addressing the Effects of Early Adversity on Children’s Transitions to Kindergarten
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    Chapter 8 The Transition into Kindergarten for English Language Learners
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    Chapter 9 School Readiness and Kindergarten Transitions: Children with Vision Impairment and Blindness
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    Chapter 10 Children’s Temperament and the Transition to Kindergarten: A Question of “Fit”
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    Chapter 11 Transition Practices into Kindergarten and the Barriers Teachers Encounter
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    Chapter 12 Transition Practices and Children’s Development During Kindergarten: The Role of Close Teacher-Child Relationships
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    Chapter 13 The Kids in Transition to School Program
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    Chapter 14 Stretch to Kindergarten: A Model of Shared Partnership for Student Success
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    Chapter 15 Promoting Positive Transitions Through Coherent Instruction, Assessment, and Professional Development: The TRIAD Scale-Up Model
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    Chapter 16 Alignment and Coherence as System-Level Strategies: Bridging Policy and Practice
Attention for Chapter 2: Children’s Developmental Needs During the Transition to Kindergarten: What Can Research on Social-Emotional, Motivational, Cognitive, and Self-Regulatory Development Tell Us?
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Citations

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7 Mendeley
Summary Dimensions citations
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Chapter title
Children’s Developmental Needs During the Transition to Kindergarten: What Can Research on Social-Emotional, Motivational, Cognitive, and Self-Regulatory Development Tell Us?
Chapter number 2
Book title
Kindergarten Transition and Readiness
Published by
Springer, Cham, January 2018
DOI 10.1007/978-3-319-90200-5_2
Book ISBNs
978-3-31-990199-2, 978-3-31-990200-5
Authors

Ellen Skinner

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 7 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 7 100%

Demographic breakdown

Readers by professional status Count As %
Researcher 1 14%
Lecturer 1 14%
Student > Master 1 14%
Unknown 4 57%
Readers by discipline Count As %
Psychology 1 14%
Social Sciences 1 14%
Neuroscience 1 14%
Unknown 4 57%

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