| کد | bk-33010 |
|---|---|
| نوع | کاغذی |
| عنوان | Kindergarten transition and readiness : promoting cognitive, social-emotional, and self-regulatory development |
| نویسنده | Andrew J. Mashburn |
| نویسنده | Jennifer LoCasale-Crouch |
| نویسنده | Katherine C. Pears |
| ناشر | Springer |
| محل نشر | Cham, Switzerland |
| سال انتشار | 2018میلادی |
| نوبت چاپ | 1 |
| تعداد جلد | 1 |
| زبان | انگلیسی |
| قطع | وزیری |
| چکیده |
Contents: Part I: Understanding Children's Development during the Kindergarten Transition -- Chapter 1. A Conceptual Framework for Understanding and Supporting Children's Development during the Transition to Kindergarten -- 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? -- Chapter 3. Consistency in Children's Classroom Experiences and Implications for Early Childhood Development -- 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 -- Chapter 5. Changes in School Readiness in America's Entering Kindergarteners, 1998-2010 -- Part II: Understanding Kindergarten Transitions for Specific Groups of Children -- Chapter 6. Effective Transitions to Kindergarten for Children with Disabilities -- Contents: Chapter 7. Recognizing and Addressing the Effects of Early Adversity on Children's Transitions to Kindergarten -- Chapter 8. The Transition into Kindergarten for English Language Learners -- Chapter 9. School Readiness and Kindergarten Transitions: Children with Vision Impairment and Blindness -- Chapter 10. Children's Temperament and the Transition to Kindergarten: A Question of "Fit" -- Part III: Supporting Children's Development during the Kindergarten Transition -- Chapter 11. Transition Practices into Kindergarten and the Barriers Teachers Encounter -- Chapter 12. Transition Practices and Children's Development during Kindergarten: The Role of Close Teacher-Child Relationships -- Chapter 13. The Kids in Transition to School Program -- Chapter 14. Stretch to Kindergarten: A Model of Shared Partnership for Student Success -- Chapter 15. Promoting Positive Transitions through Coherent Instruction, Assessment, and Professional Development: The TRIAD Scale-up Model -- Contents: Chapter 16. Alignment and Coherence as System-Level Strategies: Bridging Policy and Practice. |
| تاریخ ثبت در بانک | 9 تیر 1399 |