Download or read book Preschool and Kindergarten Teachers Beliefs about Kindergarten Readiness written by Victoria Reyes and published by . This book was released on 2005 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Kindergarten Teachers Beliefs about School Readiness written by Regena Fails Nelson and published by . This book was released on 1997 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Readiness for Kindergarten written by Jerry West and published by . This book was released on 1993 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Preschool Teachers Beliefs about School Readiness and Classroom Practice in Tennessee Child Care Programs written by Joanna Hope Denny and published by . This book was released on 2009 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past two decades, children's school readiness has gained national attention. This has resulted in a variety of national, state, and local initiatives often with an emphasis on accountability. However, the beliefs of those who are held accountable (teachers, administrators, and parents) are rarely included in the development of such systems. This study sought to identify any relationships between teacher beliefs about school readiness with parents' beliefs or directors' beliefs about school readiness. Additionally, the study examined predictors of teacher beliefs and whether teacher beliefs were related to teachers' practices in the classroom. This study used a statewide sample of 114 preschool teachers of community-based child care programs. Teachers, parents, and director beliefs were examined using the same 13-item question while child care quality was examined in four distinct ways: global quality (as measured by ECERS-R), curricular quality (as measured by ECERS-E), the quality of teacher-child interactions, and instructional quality (both of which are measured by the CLASS). The findings indicate that teachers, directors, and parents believe that both academic and social skills are very important in preparing children for kindergarten. Parents placed more emphasis on both sets of skills than teachers and directors. Teacher years of experience in early childhood education was negatively related to their beliefs about academic skills while the level of urbanization and program type were positive predictors of teachers' beliefs about school readiness skills. Teacher beliefs about school readiness were not related to the practices associated with any of the types of quality captured in this study. Although these beliefs do not translate into practice, there is reason to think that beliefs are still important in understanding what teachers do in the classroom. As a result of their job demands, preschool teachers may no longer be aware of the teaching practices they are utilizing. Those working with teachers can help them make this connection by encouraging them to think about their beliefs and then examine their beliefs in the context of the classroom. Policymakers can support practice by allocating resources to provide opportunities for teachers to increase their formal education.
Download or read book Kindergarten Readiness written by Nancy Cappelloni and published by Corwin Press. This book was released on 2013 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Parents and Teachers Beliefs about Kindergarten Readiness Skills written by Carol Baldwin Rowland and published by . This book was released on 2007 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scope and method of study. The purpose of this study was to identify the beliefs of teachers and parents as to the skills necessary to insure that a child enters school ready to learn. Data was gathered using the CARES survey developed by Chaya Piotrkowski and colleagues (2001) that was given to parents and teachers in English and Spanish at an educational child care program in a Midwestern city. This program is an early learning center that provides an educational environment for children who come from families that are 100% or more of poverty and many of whom have the additional risk factor for school challenges by speaking only Spanish. The research goal for this study was to describe similarities and differences between the school readiness beliefs of teachers and low-income parents from the same educational program for young children.
Download or read book Kindergarten Teachers Developmentally Appropriate Beliefs and Practices and Their Perceptions of Children s Kindergarten Readiness written by Rachelle Ernest Wright and published by . This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined 180 matched pretest/posttest surveys of kindergarten teachers' perceptions of the transition children experienced upon kindergarten entry. Investigations of changes in the percentages of children perceived as not being ready for kindergarten and percentages of children who were rated as having had a very successful, moderately successful, or difficult transition from the pretest to the posttest were conducted. Additionally, changes in teachers' developmentally appropriate beliefs and practices from the beginning of the school year (pretest) to the end of the school year (posttest) were explored. Further analyses were conducted to find differences and associations between teacher and classroom demographics and changes from pretest to posttest. Teachers' developmentally appropriate beliefs were statistically significantly higher at the beginning of the school year (pretest) as compared to the end of the school year (posttest). Conversely, teachers' developmentally appropriate practices were statistically significantly higher at the end of the school year (posttest) when compared to the beginning of the school year (pretest). Even with the increase in teachers' developmentally appropriate practices at the end of the year, consistent with previous research, teacher's beliefs were found to be more developmentally appropriate than their reported practices. Study findings indicated that teachers reported a significantly higher percentage of children as having had a difficult transition at the beginning of the school year when compared to the end. At the beginning of the year, teachers rated 21.9% of children as having had a difficult transition, compared to 17.4% of children at the end of the school year. Some teachers reported 100% of the children in their class had a difficult transition at both the beginning and end of the school year. Overall, just under 60% of children were perceived as having some problems with kindergarten entry. Findings also indicated that teachers reported a significantly higher percentage of children were not ready for kindergarten entry at the beginning of the school year than at the end of the school year. Teachers perceived 27% of children were not ready for kindergarten at the beginning of the school year, with 22.4% of children rated as not ready at the end of the school year. Again, some teachers perceived 100% of their children as not being ready at both the beginning and end of the school year. Limitations, implications, and suggestions for future research were discussed.
Download or read book Purposeful Play written by Kristine Mraz and published by Heinemann Educational Books. This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Play is serious business. Whether it's reenacting a favorite book (comprehension and close reading), negotiating the rules for a game (speaking and listening), or collaborating over building blocks (college and career readiness and STEM), Kristi Mraz, Alison Porcelli, and Cheryl Tyler see every day how play helps students reach standards and goals in ways that in-their-seat instruction alone can't do. And not just during playtimes. "We believe there is play in work and work in play," they write. "It helps to have practical ways to carry that mindset into all aspects of the curriculum." In Purposeful Play, they share ways to: optimize and balance different types of play to deepen regular classroom learning teach into play to foster social-emotional skills and a growth mindset bring the impact of play into all your lessons across the day. "We believe that play is one type of environment where children can be rigorous in their learning," Kristi, Alison, and Cheryl write. So they provide a host of lessons, suggestions for classroom setups, helpful tools and charts, curriculum connections, teaching points, and teaching language to help you foster mature play that makes every moment in your classroom instructional. Play doesn't only happen when work is over. Children show us time and time again that play is the way they work. In Purposeful Play, you'll find research-driven methods for making play an engine for rigorous learning in your classroom.
Download or read book Transitions to School written by Sue Dockett and published by UNSW Press. This book was released on 2007 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Delivers a comprehensive coverage of local and overseas research on transition to school.
Download or read book Creating Emotionally Literate Classrooms written by Marc A Brackett and published by National Professional Resources Inc./Dude Publishing. This book was released on 2011 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: A research-based, field-tested program that enhances academic achievement and social competence with developmentally appropriate lessons that are integrated across the curriculum for K-5. The methodology accommodates all learning styles, with six concrete "how to" steps for quick and easy implementation. It also comes with the reproducible materials for student use, as well as supporting teacher materials.
Download or read book School Readiness and the Transition to Kindergarten in the Era of Accountability written by Robert C. Pianta and published by Brookes Publishing Company. This book was released on 2007 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than 30 highly respected experts contribute cutting-edge information to give readers a comprehensive look at early education and kindergarten transition.;;
Download or read book Ready for What written by M. Elizabeth Graue and published by SUNY Press. This book was released on 1993-01-01 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Transitions to Kindergarten in American Schools written by John M. Love and published by . This book was released on 1992 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of Preschool Teacher Beliefs and Practices in Children s Play and School Readiness written by Jacqueline R. Bacino and published by . This book was released on 2008 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Kindergarten written by Susan K. Golant and published by Contemporary Books. This book was released on 1999 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The path to academic success begins with kindergarten, and this practical guide for parents identifies and assesses a child's kindergarten readiness. Getting off to a good start is an important step in giving children a positive attitude toward school and learning. Includes criteria for evaluating a good kindergarten program, explains how to help your child cope with the transition from home to school, and gives pointers on how to identify a great kindergarten teacher.
Download or read book Kindergarten Transition and Readiness written by Andrew J. Mashburn and published by Springer. This book was released on 2018-06-09 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Preschool and Kindergarten Teachers Perceptions of the Academic Social and Behavioral Influences of Preschool Education on Kindergarten Readiness written by Kimberly A. Guyer and published by . This book was released on 2017 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine the perceptions of preschool and kindergarten teachers on elements present in a preschool program that are impactful to a child's transition to kindergarten. A total of 23 preschool teachers and 35 kindergarten teachers in the southern central region of Pennsylvania completed the researcher-developed online survey. Four preschool teachers and four kindergarten teachers consented to semi-structured interviews. Participants in the study specifically addressed academic, social, and behavioral factors that influence preschool education on kindergarten readiness. The participants noted that although students attended a preschool, there were significant gaps when entering kindergarten. Participants also noted a steady increase in students struggling to stay focused on tasks, which has led to increased behaviors in the classrooms. Participants shared that parental involvement was a significant factor linked to student success in the classroom. The participants described an overall concern of increased complexities in their roles as preschool or kindergarten teachers and the correlation with student achievement. Recommendations include suggestions for further research in the area of connecting local preschool programs with local kindergarten programs, developing ways to enhance parental involvement, exploring the perceptions of the building administrators, and promoting collaboration between preschool programs and school districts.
