Titlebook: Kindergarten Transition and Readiness; Promoting Cognitive, Andrew J. Mashburn,Jennifer LoCasale-Crouch,Kather Book 2018 Springer Internati

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Andrew S. White,Kate N. Sirota,Scott R. Frohn,Sara E. Swenson,Kathleen Moritz Rudasillditional FTIR spectroscopy is diffraction limited, and the deeply subwavelength nature of IR polaritons necessitates characterization techniques capable of achieving subdiffraction spatial resolution. Therefore, we proceed by detailing the utilization of scattering-type near-field optical microscopy

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A Conceptual Framework for Understanding and Supporting Children’s Development During the Kindergartcome increasingly complex over time to support children’s developing skillsets. The second half of this chapter applies the conceptual framework to educational practice by showing how some common strategies for improving children’s Kindergarten transitions fit within this framework.

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Children’s Developmental Needs During the Transition to Kindergarten: What Can Research on Social-Eme sections also consider differential development in each domain, describing the needs of children whose previous experiences at home or school did not prepare them to meet age-graded milestones. The conclusion section integrates information about these developments wholistically, based on the assum

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Consistency in Children’s Classroom Experiences and Implications for Early Childhood Developmentding the role of teacher’s emotional support consistency on child outcomes: (a) Attachment theory suggests the provision of consistently warm and supportive caregiving facilitates an environment where children more readily explore and learn; (b) resource depletion theory suggests that children who d

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Changes in School Readiness of America’s Entering Kindergarteners (1998–2010)ome and minority children, so racial/ethnic and income-based gaps in obesity have gotten larger. Taken together, the evidence suggests that children’s school readiness has improved in some ways and declined in others across the years considered. Implications for policy and practice are discussed.

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