Promoting School Readiness and Early Learning
Subtitle: Implications of Developmental Research for Practice
Publisher: Guilford Press
Published: 2014
Place of publication: New York
Number of pages: 396
ISBN-13: 9781462511457
Description: "Grounded in cutting-edge developmental research, this book examines what school readiness entails and how it can be improved. Compelling longitudinal findings are presented on the benefits of early intervention for preschoolers at risk due to poverty and other factors. The volume identifies the cognitive, language, behavioral, motor, and socioemotional skills that enable young children to function successfully in school contexts. It explores specific ways in which school- and family-based interventions--including programs that target reading and language, math, self-regulation, and social-emotional development--can contribute to school readiness. The book also addresses challenges in the large-scale dissemination of evidence-based practices. Subject Areas/Keywords: academic performance, child care, developmental psychology, early childhood education, evidence-based practices, interventions, literacy, mathematics, prekindergarten, preschool programs, school readiness, self-regulation, social-emotional development Audience: Developmental and educational psychologists; early childhood professionals and researchers"--
Table of contents: title: I. Setting the Stage: The Importance of School Readiness for School Success; title: 1. School Readiness: Introduction to a Multifaceted and Developmental Construct, Michel Boivin and Karen L. Bierman; title: 2. Early Predictors of High School Completion: The Developmental Interplay between Behavior, Motivation, and Academic Performance, Frank Vitaro, Mara Brendgen, and Richard E. Tremblay; title: 3. Assessing the Predictive Validity and Early Determinants of School Readiness Using a Population-Based Approach, Michel Boivin, Hélène Desrosiers, Jean-Pascal Lemelin, and Nadine Forget-Dubois; title: II. Determinants of School Readiness; title: 4. A Multilevel Approach to the Examination of Cognitive Skills in School Readiness, Mark Wade, Heather Prime, Dillon Browne, and Jennifer M. Jenkins; title: 5. The Role of Oral Language Development in Promoting School Readiness, Ginette Dionne, Catherine Mimeau, and Émylie Mathieu; title: 6. Early Child Care Experiences and School Readiness, Sylvana M. Côté, Marie-Claude Geoffroy, and Jean-Baptiste Pingault; title: III. Supporting School Readiness with Evidence-Based Programs and Practices; title: 7. The Role of Language and Literacy Interventions in School Readiness, Barbara A. Wasik and Annemarie H. Hindman; title: 8. Promoting Math Readiness through a Sustainable Prekindergarten Mathematics Intervention, Prentice Starkey, Alice Klein, and Lydia DeFlorio; title: 9. The Development of Self-Regulatory Skills and School Readiness, Christine Pajunar Li-Grining, Jaclyn Lennon, Maria Marcus, Valerie Flores, and Kelly Haas; title: 10. Integrating Evidence-Based Preschool Programs to Support Social-Emotional and Cognitive Development, Karen L. Bierman, Celene E. Domitrovich, Robert L. Nix, Janet A. Welsh, and Scott D. Gest; title: 11. Parenting Programs That Promote School Readiness, Janet A. Welsh, Karen L. Bierman, and Erin T. Mathis; title: IV. Going to Scale with Evidence-Based Programs: Sustaining High-Quality Practice; title: 12. Better Beginnings, Better Futures: A Comprehensive, Community-Based Early Child Development Project to Facilitate Transition to Primary School and Beyond, Ray DeV. Peters and Angela Howell-Moneta; title: 13. Large-Scale Dissemination of an Evidence-Based Prevention Program for At-Risk Kindergartners: Lessons Learned from an Effectiveness Trial of the Fluppy Program, François Poulin, France Capuano, Frank Vitaro, Pierrette Verlaan, Monique Brodeur, and Jacinthe Giroux; title: 14. Informing Policy to Support Evidence-Based School Readiness Programs and Practices, Rob Santos; title: 15. School Readiness in a Developmental Perspective: Summary of Findings and Implications for Future Research and Practice, Karen L. Bierman and Michel Boivin