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successful kindergarten transition your guide to connecting children families andThe 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again. Used: GoodSomething we hope you'll especially enjoy: FBA items qualify for FREE Shipping and Amazon Prime. Learn more about the program. Perfect for preschool and kindergarten teachers, administrators, and family support specialists, this practical guide is built around a model that has been adopted in many diverse schools and communities. Step by step, the book helps professionals and caregivers Develop a solid transition plan. Readers will learn how to form a collaborative team; foster strong social connections among children, families, and professionals; create a menu of transition activities that can be tailored to each child's needs; and establish a timeline for putting the transition plan into action. Implement the plan. Readers will discover how to anticipate barriers; keep families involved; and conduct ongoing assessment, evaluation, and revision of transition activities. Appendices include photocopiable forms such as brainstorming sheets, parent interview forms, timeline worksheets, and questionnaires for teachers, principals, and family workers. Stay motivated and inspired. Readers will learn from the experience of others with insight from real families, educators, and school personnel, plus sample menus of activities they can use in their own homes and classrooms. A must-read for everyone involved in early education, this hands-on resource can help make the transition to kindergarten smoother—for young children and the professionals and families who care about them. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Register a free business account A former special education teacher, Dr. Pianta is a developmental, school, and clinical child psychologist whose work focuses on assessment and improvement of teacher-student interactions and their role in fostering children's learning and development. Dr.http://texenco.com.vn/uploads/userfiles/definitive-technology-bp2000tl-manual.xml

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Pianta is a principal investigator on several major grants including the National Center for Research in Early Childhood Education and the Virginia Education Sciences Training Program, and he has worked closely with the Gates Foundation-funded Measure of Effective Teaching project. She has also served as Coordinator for the NCEDL Kindergarten Transition Project. Her current work entails managing data collection for a national study of state-funded prekindergarten programs. She is the co-author of several articles about the transition to kindergarten. For 15 years prior to coming to NCEDL, she worked as a clinical social worker with children and families in mental health and medical settings. To understand the approach to transition described in this volume, it is useful to describe other models of transition. The description of each model presents quotations from interviews we conducted with parents, teachers, school administrators, and other professionals connected with transition planning. The quotations offer a glimpse into the ways that these different people experience transition and the ideas that guide their work. For example, measures of children's academic and cognitive abilities and skills in preschool account for less than 30 of the differences in these skills among children once they enter kindergarten. Measurements of the social skills valued by kindergarten teachers as signs of adjustment correspond even less in preschool and kindergarten. Thus, understanding transition outcomes requires focusing on influences on school outcomes beyond characteristics of the child. Environmental Input Model The environmental input model describes experiences in a variety of social settings as contributing to children's skills and adjustment at any given time (see Figure 1.2). Input from experiences with family, peers, school, and community settings affect the child's skills.http://www.oma.org.tw/public_html/pics/definitive-technology-bp10b-manual.xml Many people who agree with this model of transition believe that social experiences outside of school (e.g., whether a parent reads to the child, teaches him or her letters, or shows the child how to tie a shoe) can affect how a child adjusts to school. School adjustment is viewed as a function of the structure and emotional climate of the classroom. The teachers quoted here do not see transition and school adjustment as interrelated processes. For them, the adjustment to school pertains strictly to what happens in the kindergarten classroom and not to the child's family relationships or previous experiences. These teachers understand transition as occurring only within this setting, and they do not connect this context with other contexts, such as the home environment or preschool experiences. Nor are contexts viewed as interacting over time. In the linked environments model, children's skills; experiences with family, peers, schools, and the community; and the connections among people and settings all influence school adjustment at a given time (see Figure 1.3). For example, family involvement indirectly influences children's school success. Strong connections between families and schools are linked with positive child outcomes beyond any direct effect the families or the schools have on children (Epstein, 1996; Reynolds, 1989). Although this model considers the interactions of multiple relationships surrounding the child, it regards these relationships as static rather than as developing over time. Whereas some kindergarten teachers do not identify previous experiences and family background as contributing to children's school adjustment, others believe that positive family environments, preschool, and other structured experiences contribute to a successful transition. This model is described as developmental because it emphasizes change and development over time in the key features and experiences that affect children's adjustment to kindergarten.https://events.citeve.pt/chat-conversation/boss-dr-rhythm-dr-3-manual-1 Child, family, school, peer, and community factors are interconnected and interdependent with one another not only at a given time but throughout the transition process (see Figure 1.4). Based on Bronfenbrenner and Morris's (1998) bioecological model and Pianta and Walsh's (1996) contextual systems model, the developmental model considers the key changes in relationships among the child, school, family, and community as the child moves from prekindergarten experiences to formal schooling. Rather than understanding a child's transition solely in terms of his or her skills or the influences on those skills at any given time, this perspective emphasizes how the connections and relationships that support the child develop over time. When transition practices and plans foster positive relationships, they support the child's successful school adjustment. This model provides a framework for thinking about these relationships and generating ideas about which relationships to foster and how to develop them. Specifically, relationships between preschool teachers and kindergarten teachers, among peers, and between families and schools can serve as a bridge from preschool to kindergarten and foster children's adjustment. The developmental model of transition results in transition plans that help schools reach out to families before school starts, help communities foster links between preschools and kindergartens, and promote personal connections before the first day of school. In these ways, this model is consistent with the National Education Goals Panel's (1998) first goal that children will start school ready to learn and that schools will be ready for children. The transition process is multifaceted and varies greatly from school to school. It depends on the perceptions of parents and teachers and their beliefs regarding the factors important to helping children adjust to kindergarten.http://emserchoachi.com/images/86-ford-f150-owners-manual.pdf Fundamentally, transition is a process that involves four facets: ready schools, community participation and support, family knowledge and involvement, and preschools and child care settings committed to preparing children. The goal of this transition approach is to facilitate an ongoing relationship-building process among all partners. In developing, designing, and implementing transition plans in communities and districts, we use a set of guiding principles to inform our work. These principles are derived from the way we think about transition and the available evidence of what makes a successful transition for children, families, and schools. Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again.Please try again.Please try again. Please try your request again later. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Register a free business account Full content visible, double tap to read brief content. Perfect for preschool and kindergarten teachers, administrators, and family support specialists, this practical guide is built around a model that has been adopted in many diverse schools and communities. Step by step, the book helps professionals and caregivers Readers will learn how to form a collaborative team; foster strong social connections among children, families, and professionals; create a menu of transition activities that can be tailored to each child's needs; and establish a timeline for putting the transition plan into action. Appendices include photocopiable forms such as brainstorming sheets, parent interview forms, timeline worksheets, and questionnaires for teachers, principals, and family workers. Readers will learn from the experience of others with insight from real families, educators, and school personnel, plus sample menus of activities they can use in their own homes and classrooms. Readers will learn from the experience of others with insight from real families, educators, and school personnel, plus sample menus of activities they can use in their own homes and classrooms. A must-read for everyone involved in early education, this hands-on resource can help make the transition to kindergarten smoother--for young children and the professionals and families who care about them. Product Identifiers Publisher Brookes Publishing ISBN-10 1557666156 ISBN-13 9781557666154 eBay Product ID (ePID) 2348107 Product Key Features Format Trade Paperback Publication Year 2003 Language English Dimensions Weight 14.4 Oz Width 8.5in. Length 11in. Additional Product Features Number of Volumes 1 Vol. Verisign. Restrictions apply. Learn more Manufacturers,See our disclaimer This how-to handbook with field-tested methods helps schools and programs make the transition to kindergarten smoother for young children and the professionals and families who care about them. A smooth transition to kindergarten is an essential part of a child's early academic experience—and now there's a how-to handbook with field-tested methods to help schools and programs make it happen. Readers will learn from the experience of others with insight from real families, educators, and school personnel, plus sample menus of activities they can use in their own homes and classrooms. A must-read for everyone involved in early education, this hands-on resource can help make the transition to kindergarten smoother—for young children and the professionals and families who care about them. Specifications Publisher Brookes Publishing Book Format Paperback Original Languages ENG Number of Pages 136 Author Marcia Kraft-Sayre, Robert Pianta Title Successful Kindergarten Transition ISBN-13 9781557666154 Publication Date May, 2003 Assembled Product Dimensions (L x W x H) 11.00 x 8.50 x 1.50 Inches ISBN-10 1557666156 Customer Reviews Write a review Be the first to review this item. Ask a question Ask a question If you would like to share feedback with us about pricing, delivery or other customer service issues, please contact customer service directly. So if you find a current lower price from an online retailer on an identical, in-stock product, tell us and we'll match it. See more details at Online Price Match. All Rights Reserved. To ensure we are able to help you as best we can, please include your reference number: Feedback Thank you for signing up. You will receive an email shortly at: Here at Walmart.com, we are committed to protecting your privacy. Your email address will never be sold or distributed to a third party for any reason. If you need immediate assistance, please contact Customer Care. Thank you Your feedback helps us make Walmart shopping better for millions of customers. OK Thank you! Your feedback helps us make Walmart shopping better for millions of customers. Sorry. We’re having technical issues, but we’ll be back in a flash. Done. Baltimore, Md: P.H. Brookes, 2003. Print. Baltimore, Md: P.H. Brookes, 2003. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied. Groups Discussions Quotes Ask the Author Perfect for preschool and kindergarten teachers, administrators, and family support specialists, this practical guide is built around a model that has been adopted in many di Perfect for preschool and kindergarten teachers, administrators, and family support specialists, this practical guide is built around a model that has been adopted in many diverse schools and communities. Readers will learn from the experience of others with insight from real families, educators, and school personnel, plus sample menus of activities they can use in their own homes and classrooms. A must-read for everyone involved in early education, this hands-on resource can help make the transition to kindergarten smoother—for young children and the professionals and families who care about them. To see what your friends thought of this book,This book is not yet featured on Listopia.There are no discussion topics on this book yet. It is built around a model that has been adopted in many diverse schools and communities, and aims to help professionals and caregivers. Also readers will discover how to anticipate barriers, keep families involved, and conduct ongoing assessment, evaluation, and revision of transition activities. They will learn from the experience of others with insight from real families, educators, and school personnel, plus sample menus of activities they can use in their own homes and classrooms. Articles with the Crossref icon will open in a new tab. To learn about our use of cookies and how you can manage your cookie settings, please see our Cookie Policy. By closing this message, you are consenting to our use of cookies. Readers will learn how to form a collaborative team, foster strong social connections amongThey will learn from the experience of others with insight from real families, educators,Ta kontakt med Kundesenteret. Rabattsatsene er avhengige av antall, om det allerede er gitt rabatt pa titlene samt hva slags boker det gjelder. Cueillette en magasin Pour savoir si la cueillette en magasin est offerte, Choisir un magasin Acheter en magasin Non vendu en magasin Les prix et les offres peuvent differer de ceux en magasin description A smooth transition to kindergarten is an essential part of a child''s early academic experience—and now there''s a how-to handbook with field-tested methods to help schools and programs make it happen. Readers will learn how to form a collaborative team; foster strong social connections among children, families, and professionals; create a menu of transition activities that can be tailored to each child''s needs; and establish a timeline for putting the transition plan into action. A propos de l’auteur Robert C. Pianta, Ph.D., is Dean of the Curry School of Education, Director of the Center for Advanced Study in Teaching and Learning and Novartis U.S. Foundation Professor of Education at the University of Virginia, Charlottesville. A former special education teacher, Dr. Pianta is a developmental, school, and clinical child psycholog. NON, je ne recommande pas ce produit. Votre critique a ete soumise et apparaitra ici sous peu. Adresse de courriel M’inscrire Vous pouvez vous desinscrire en tout temps. Pour en savoir plus, consultez le courriel de bienvenue. Tous droits reserves. 620 King St. W., Suite 400, Toronto ON M5V 1M6. When these transitions are successful, children and families are more likely to experience better long-term school success. There are four points of connection that, when strengthened, facilitate effective transitions: Family-School, Child-School, Program-School, and Community-School. Such connections with local schools strengthen when these high-quality practices are implemented: Sharing Information, Building Relationships, and Establishing Alignment. Learn how to strengthen the four points of connection and implement transition practices that ensure all children and families are ready to engage and succeed in school. Find suggested ways to use them based on the needs of those you support and the training opportunities ahead of you. Head Start educators support successful transitions to kindergarten by using evidence-based transition practices throughout the year. These practices bridge the path from Head Start to kindergarten, creating a smooth transition for families, children, and educators. A successful transition is built on sharing information, building relationships, and program alignment. Educators in Head Start programs share information about the kindergarten transition by preparing children for what to expect, communicating with families in their home languages, and sharing data with families and the receiving elementary school. So, we put a big packet that has a lot of fun math activities and math games and even some dry erase little practice sheets for them if they wanted to. We invite people that are experts or they are in the public school to come and talk about kindergarten and we try to help the parents and the children to be registered on time and have all the documentation ready for it. So, if the parents have any questions or any concern, they might get the answer from their resource. And for example, we have individuals' profile. Not only do we get to view their social-emotional skills coming in, but also where they are academically, and that's a huge, huge, benefit for teachers. And so, those transition meetings are with the school and then the support staff. So that way, when the kiddos come in, there's already a plan in place for them. Building positive relationships with families and children helps ensure that families are confident and ready to transition from Head Start to kindergarten. When I came to this country, everything was new for me — new language, new culture, new education system. My child attended Denise Louie Education Center years ago. Because of my own experience, I am more easier to understand the family and then help to build a relationship. And we're introducing them to the community and they're actually, I found, a lot of my families that were able to actually participate in community activities. So, it fosters a lot of successes. Let's hear from educators about how Head Start programs and receiving elementary schools might share in joint professional development. So, how can we make that gap more closer? There is a list of things that we're going to be working that we put together as a group that they would like us to be working in our classroom with the kids, so when they go to kindergarten, they are ready to go. And it's still fun activities, but it's really getting them used to the idea that there's going to be more time in a seat. Dude, that is a perfect R if I've ever seen one. Thanks, my friend! We would change, for instance, lunch or snack. Instead of doing it in the classroom, we would move them to the cafeteria with the other kindergarteners. Kindergarteners come to us and do a story time with us and have them kind of talk to the kids, because honestly, a kindergartener can tell them more than we can about what kindergarten's like. Explore several practical strategies that educators can implement during the transition process.They share their experiences, feelings, and key practices around fostering partnerships and successful kindergarten transitions. Activity CalendarHead Start and school leaders can use this set of materials to organize and carry out a successful local transition to kindergarten summit. Materials include a summit guide, customizable presentation slides, and planning tools. Strategies for Successful Kindergarten Transitions. Variety of transition strategies are offered than can be tailored to the individual needs of families and schools. For school administrators, counselors, and teachers. Softcover. DLC: Kindergarten--United States. Kindergarten transition practices are prominent in federal and state policies and there is a need for rigorous studies of the impact of transition practices on children's kindergarten readiness skills. The research team will implement KTI and evaluate the impact of the intervention on child, family, and teacher outcomes. The proposed study addresses a gap in the literature by examining the effects of KTI for children transitioning from center-based preschool programs into kindergarten within the public schools. They will recruit and randomly assign 100 center-based preschools to treatment or control conditions. Transition Coordinators will work with teachers and parents to implement several kindergarten transition practices. The researchers will collect data from parents and teachers, conduct classroom observations, and assess two cohorts of children during their prekindergarten year and follow the children into kindergarten and first grade to evaluate impacts of the intervention on child outcomes and family-school connections. The research team will also conduct a cost study. In addition, researchers will provide policy-makers and administrators with evidence-based guidance about kindergarten transition practices and produce peer-reviewed publications. The KTI includes 24 specific practices designed to build connections among families and schools. The practices are implemented by a Transition Coordinator and the child's teacher in the preschool year and through fall of kindergarten. The primary mechanisms through which the intervention affects children's kindergarten transition are the development and strengthening of connectionsbetween families and schools, children and teachers, children and peers, and family and community. Across two cohorts, 100 prekindergarten teachers and their students will be randomly assigned to the KTI condition or the control group. Each cohort of teachers will work closely with the Transition Coordinator to implement a suite of kindergarten transition activities during the prekindergarten year. The research team will assess participating children in fall and spring of the preschool year, fall and spring of kindergarten, and in spring of first grade. In addition to administering child assessments, the team will conduct classroom observations, and collect data from parents and teachers. The researchers will conduct a cost analysis in year 4 to identify the actual monetary costs of implementing KTI. Primary measures include standardized direct child assessments of children's language and literacy and math skills, social status in preschool, and kindergarten readiness. Researchers will collect teacher measure data in prekindergarten and parent-level data in prekindergarten, kindergarten, and first grade. Teachers will complete the Teacher-Child Rating Scale to provide information about children's social-behavioral skills. Parents and teachers will complete questionnaires to provide information about parent-school connections, teacher-parent connections, child-teacher connections, child-parent connections, and parent-community connections. The authors followed 17,212 children from 992 schools in the Early Childhood Longitudinal Study-Kindergarten sample (ECLS-K) across the kindergarten school year. Hierarchical linear modeling revealed that the number of school-based transition practices in the fall of kindergarten was associated with more positive academic achievement scores at the end of kindergarten, even controlling for family socioeconomic status (SES) and other demographic factors. This effect was stronger for low- and middle-SES children than high-SES children. For low-SES children, 7 transition practices were associated with a.21 standard deviation increase in predicted achievement scores beyond 0 practices. The effect of transition practices was partially mediated by an intervening effect on parent-initiated involvement in school during the kindergarten year. The findings support education policies to target kindergarten transition efforts to increase parent involvement in low-SES families. Keywords: kindergarten transition, parent involvement, socioeconomic status, academic achievement The importance a successful transition to kindergarten cannot be overstated. Kindergarten marks a child’s entry into formal schooling, and performance in kindergarten paves the way for future academic success or failure. Recognizing the importance of early school success, the vast majority of schools in the United States implement policies and practices to ease children’s transition to kindergarten, but in varying degrees. These policies are implicitly designed to nurture parental involvement, especially for disenfranchised families. Therefore, the purposes of this study were to examine whether transition practices have an incremental effect on child outcomes during kindergarten; whether this effect varies across socioeconomic groups; and how this effect is mediated. The transition to kindergarten can be challenging as it represents a shift on many fronts. Children are moving from a preschool, daycare center, or their own home, where different rates of development had been acceptable, to an elementary school requiring mastery of specific academic skills by predetermined deadlines. These deadlines are becoming increasingly inflexible in this era of heightened school accountability. Under the recently adopted No Child Left Behind Act, children must meet the academic expectations of each grade level by the end of the school year or face sanctions that include summer school and retention ( Neill, 2003 ). Not all children are successful in making the transition to formal schooling. Rimm-Kaufman, Pianta, and Cox’s (2000) national survey of problems identified by teachers during the transition to kindergarten revealed that teachers reported that 48 of children had difficulty adjusting to school. Approximately one third (32) of children were reported to have “some problems” during the transition, and 16 of children were identified as having a “difficult or very difficult” entry into kindergarten characterized by “serious concerns or many problems” ( Rimm-Kaufman et al., 2000, p. 154). In addition, over one third of teachers reported that problems such as difficulty following directions, difficulty working independently, and a lack of academic skills characterized over half the students in their class. Although teachers in this study reported an alarmingly high rate of transition difficulties in the general population of kindergartners, problems during the entry to kindergarten are even more prevalent among children of low socioeconomic status (SES). Children from low SES backgrounds have more difficult transitions to school characterized by early and persistent school failure, behavior problems, low levels of parental involvement, and a widening gap between their academic achievement and that of their more affluent peers ( Gutman et al., 2003; Rimm-Kaufman et al., 2000 ). The Developmental Basis of Kindergarten Transition Policies The transition to kindergarten has been characterized in a variety of ways in the literature, each with different theoretical under-pinnings leading to different intervention strategies. One way of explaining children’s success or failure during the transition to kindergarten is as a function of child-level factors, often collectively referred to as the child’s “readiness” for school.