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Table of Contents
Part I: Understanding Children's Development during the Kindergarten Transition
Chapter 1. A Conceptual Framework for Understanding and Supporting Children's Development during the Transition to Kindergarten
Chapter 2. Children's Developmental Needs during the Transition to Kindergarten: What Can Research on Social-Emotional, Motivational, Cognitive, and Self-Regulatory Development Tell Us?
Chapter 3. Consistency in Children's Classroom Experiences and Implications for Early Childhood Development
Chapter 4. Continuity and Change in Low-Income Children's Early Learning Experiences across the School Transition: A Comparison of Head Start and Kindergarten Classrooms
Chapter 5. Changes in School Readiness in America's Entering Kindergarteners, 1998-2010
Part II: Understanding Kindergarten Transitions for Specific Groups of Children
Chapter 6. Effective Transitions to Kindergarten for Children with Disabilities
Chapter 7. Recognizing and Addressing the Effects of Early Adversity on Children's Transitions to Kindergarten
Chapter 8. The Transition into Kindergarten for English Language Learners
Chapter 9. School Readiness and Kindergarten Transitions: Children with Vision Impairment and Blindness
Chapter 10. Children's Temperament and the Transition to Kindergarten: A Question of "Fit"
Part III: Supporting Children's Development during the Kindergarten Transition
Chapter 11. Transition Practices into Kindergarten and the Barriers Teachers Encounter
Chapter 12. Transition Practices and Children's Development during Kindergarten: The Role of Close Teacher-Child Relationships
Chapter 13. The Kids in Transition to School Program
Chapter 14. Stretch to Kindergarten: A Model of Shared Partnership for Student Success
Chapter 15. Promoting Positive Transitions through Coherent Instruction, Assessment, and Professional Development: The TRIAD Scale-up Model
Chapter 16. Alignment and Coherence as System-Level Strategies: Bridging Policy and Practice. .
Chapter 1. A Conceptual Framework for Understanding and Supporting Children's Development during the Transition to Kindergarten
Chapter 2. Children's Developmental Needs during the Transition to Kindergarten: What Can Research on Social-Emotional, Motivational, Cognitive, and Self-Regulatory Development Tell Us?
Chapter 3. Consistency in Children's Classroom Experiences and Implications for Early Childhood Development
Chapter 4. Continuity and Change in Low-Income Children's Early Learning Experiences across the School Transition: A Comparison of Head Start and Kindergarten Classrooms
Chapter 5. Changes in School Readiness in America's Entering Kindergarteners, 1998-2010
Part II: Understanding Kindergarten Transitions for Specific Groups of Children
Chapter 6. Effective Transitions to Kindergarten for Children with Disabilities
Chapter 7. Recognizing and Addressing the Effects of Early Adversity on Children's Transitions to Kindergarten
Chapter 8. The Transition into Kindergarten for English Language Learners
Chapter 9. School Readiness and Kindergarten Transitions: Children with Vision Impairment and Blindness
Chapter 10. Children's Temperament and the Transition to Kindergarten: A Question of "Fit"
Part III: Supporting Children's Development during the Kindergarten Transition
Chapter 11. Transition Practices into Kindergarten and the Barriers Teachers Encounter
Chapter 12. Transition Practices and Children's Development during Kindergarten: The Role of Close Teacher-Child Relationships
Chapter 13. The Kids in Transition to School Program
Chapter 14. Stretch to Kindergarten: A Model of Shared Partnership for Student Success
Chapter 15. Promoting Positive Transitions through Coherent Instruction, Assessment, and Professional Development: The TRIAD Scale-up Model
Chapter 16. Alignment and Coherence as System-Level Strategies: Bridging Policy and Practice. .