Kindergarten Transition and Readiness

Promoting Cognitive, Social-Emotional, and Self-Regulatory Development

Editors: Mashburn, Andrew J., LoCasale-Crouch, Jennifer, Pears, Katherine (Eds.)

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  • Provides intervention strategies for improving children’s transitions to kindergarten
  • Examines young children’s cognitive, social-emotional, and self-regulatory development
  • Discusses school readiness of children with disabilities, children who experience early adversity, and ELLs
  • Presents a conceptual framework for understanding and supporting children entering into kindergarten
  • Describes children’s experiences across Head Start, preschool, and kindergarten classrooms
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eBook $109.00
price for USA in USD (gross)
  • ISBN 978-3-319-90200-5
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $139.00
price for USA in USD
  • ISBN 978-3-319-90199-2
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $139.00
price for USA in USD
  • ISBN 978-3-030-07960-4
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

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. 

About the authors

Andrew J. Mashburn, Ph.D., is a Professor of Developmental Psychology at Portland State University.  His research focuses on identifying, developing, and testing innovative approaches to promote school readiness and later school success for children living in poverty.  He has been involved in large-scale studies of the effects of preschool programs and strategies to improve preschool quality and/or children’s development. 

Jennifer LoCasale-Crouch, Ph.D., is a Research Assistant Professor at the University of Virginia's Center for Advanced Study of Teaching and Learning (CASTL). Her research focuses on the supports and systems that influence children during their early school experiences, and how we can best enhance those experiences to support children’s development. She has extensive experience in the design and implementation of studies in early childhood settings across varying cultural and geographic contexts.

Katherine C. Pears, Ph.D., is a Senior Scientist at the Oregon Social Learning Center in Eugene, OR. Her research focuses on factors influencing school readiness and school adjustment in children facing early adversity such as placement in foster care due to maltreatment and poverty. She has designed, tested, and implemented preventive interventions for high-risk children to prepare them and their caregivers for the kindergarten transition.


Table of contents (16 chapters)

Table of contents (16 chapters)
  • A Conceptual Framework for Understanding and Supporting Children’s Development During the Kindergarten Transition

    Pages 3-29

    Yelverton, Rita (et al.)

  • Children’s Developmental Needs During the Transition to Kindergarten: What Can Research on Social-Emotional, Motivational, Cognitive, and Self-Regulatory Development Tell Us?

    Pages 31-57

    Skinner, Ellen

  • Consistency in Children’s Classroom Experiences and Implications for Early Childhood Development

    Pages 59-83

    Brock, Laura L. (et al.)

  • Continuity and Change in Low-Income Children’s Early Learning Experiences Across the School Transition: A Comparison of Head Start and Kindergarten Classrooms

    Pages 85-109

    Abry, Tashia (et al.)

  • Changes in School Readiness of America’s Entering Kindergarteners (1998–2010)

    Pages 111-138

    Latham, Scott

Buy this book

eBook $109.00
price for USA in USD (gross)
  • ISBN 978-3-319-90200-5
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $139.00
price for USA in USD
  • ISBN 978-3-319-90199-2
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $139.00
price for USA in USD
  • ISBN 978-3-030-07960-4
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Kindergarten Transition and Readiness
Book Subtitle
Promoting Cognitive, Social-Emotional, and Self-Regulatory Development
Editors
  • Andrew J. Mashburn
  • Jennifer LoCasale-Crouch
  • Katherine Pears
Copyright
2018
Publisher
Springer International Publishing
Copyright Holder
Springer International Publishing AG, part of Springer Nature
eBook ISBN
978-3-319-90200-5
DOI
10.1007/978-3-319-90200-5
Hardcover ISBN
978-3-319-90199-2
Softcover ISBN
978-3-030-07960-4
Edition Number
1
Number of Pages
XXIII, 377
Number of Illustrations
16 b/w illustrations, 9 illustrations in colour
Topics