Kindergarten Transition and Readiness Promoting Cognitive, Social-E
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.&
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dergarten Transition and Readiness Promoting Cognitive, Social-Emotional, and Self-Regulatory Development
Kindergarten Transition and Readiness
Andrew J. Mashburn • Jennifer LoCasale-Crouch Katherine C. Pears Editors
Kindergarten Transition and Readiness Promoting Cognitive, Social-Emotional, and Self-Regulatory Development
Editors Andrew J. Mashburn Department of Psychology Portland State University Portland, OR, USA
Jennifer LoCasale-Crouch University of Virginia Charlottesville, VA, USA
Katherine C. Pears Oregon Social Learning Center Eugene, OR, USA
ISBN 978-3-319-90199-2 ISBN 978-3-319-90200-5 (eBook) https://doi.org/10.1007/978-3-319-90200-5 Library of Congress Control Number: 2018944132 © Springer International Publishing AG, part of Springer Nature 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by the registered company Springer International Publishing AG part of Springer Nature. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
Each fall, four million children in the United States start kindergarten (National Center for Education Statistics, 2017a). For some, this is the first time they step foot in a classroom, having spent the majority of their childhood days in the care of family and friends. For most young children today, however, kindergarten is a continuation of their formal schooling experiences. About 70% of 4-yearolds currently attend some type of formal pre-Kindergarten (pre-K) program the year before kindergarten (National Center for Education Statistics, 2017b), a rate that has been steadily increasing since 1964, when only 17% of 4-year-olds attended a formal education program outside of their homes (Barnett & Yarosz, 2007). The recent expansion of opportunities for young children to attend pre-K programs is attributable
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