Starting school: Welcoming young children and families into early school experiences

Early Childhood Education Journal

Volumn 35, Issue 4, 2008, Pages 321-326

  Laverick, Deanna M ^a  

^a INDIANA UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

Adjustment; Early childhood; Kindergarten; School adjustment; Starting school; Transition

Indexed keywords

EID: 39149110568     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1007/s10643-007-0201-8     Document Type: Article

References (26)

1. Corsaro, W. A., & Molinari, L. (2000). Priming events and Italian children's transitionfrom preschool to elementary school: Representations and action. Social Psychology Quarterly, 63(1), 16-33.
2. Dockett, S., & Perry, B. (2003). The transition to school: What's important? Educational Leadership, 60(7), 30-33.
3. Duda, M. A., & Minick, V. (2006). Easing the transition to kindergarten: Demonstrating partnership through service-learning. Mentoring & Tutoring, 14(1), 111-121.
4. Early, D. M., Pianta, R. C., Taylor, L. C., & Cox, M. J. (2001). Transition practices: Findings from a national survey of kindergarten teachers. Early Childhood Education Journal, 28(3), 199-206.
5. Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: W. W. Norton.
6. Hendry, J. (1986). Kindergartens and the transition from home to school education. Comparative Education, 22(1), 53-58.
7. Ilfeld, E. M., & Hanssen, E. (Eds.) (1997). Coordinators' notebook: An international resource for early childhood development (21, pp. 1-21). (ERIC Document Reproduction Service No. ED 417 836).
8. Johnston, L., & Mermin, J. (1994). Easing children's entry to school: Home visits help. Young Children, 49(5), 62-68.
9. Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment? Child Development, 61, 1081-1100.
10. Ladd, G. W., & Price, J. M. (1987). Predicting children's social and school adjustment following the transition from preschool to kindergarten. Child Development, 58, 1168-1189.
11. Laverick, D. M. (2003). Home visits and more: How to ease the transition to kindergarten. Classroom Leadership, 6(8), pp. 3, 8.
12. Maxwell, K. L., & Eller, S. K. (1994). Children's transition to kindergarten. Young Children, 49(6), 56-63.
13. Mooney, C. G. (2000). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget, & Vygotsky. St. Paul, MN: Redleaf Press.
14. National Center for Education Statistics [NCES] (1999). Early childhood longitudinal study: Kindergarten class of 1998-99. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement. [Online] Available http://www.nces.ed.gov/ecls/
15. National Institute of Child Health, Human Development Early Child Care Research Network [NICHD] (2003). Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? Child Development, 74(4), 976-1005.
16. Nelson, R. F. (2004). The transition to kindergarten. Early Childhood Education Journal, 32(3), 187-190.
17. Piaget, J. (1983). The child's conception of the world (J. Tomlinson & A. Tomlinson, Trans.). Totowa, NJ: Rowman & Littlefield (Original work published 1929).
18. Pianta, R. C., Cox, M. J., Taylor, L., & Early, D. (1999). Kindergarten teachers' practices related to transition into school: Results of a national survey. Elementary School Journal, 100(1), 71-86.
19. Pianta, R. C., & Kraft-Sayre, M. (1999). Parents' observations about their children's transitions to kindergarten. Young Children, 54(3), 47-52.
20. Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning's kindergarten transition intervention. Early Childhood Research Quarterly, 16, 117-132.
21. Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers' judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147-166.
22. Stormont, M., Beckner, R., Mitchell, B., & Richter, M. (2005). Supporting successful transition to kindergarten: General challenges and specific implications for students with problem behavior. Psychology in the Schools, 42(8), 765-778.
23. United National Educational Scientific and Cultural Organization [UNESCO] (2003). Education: Early childhood and family portal. Available: http://www.portal.unesco.org/education/ev.php?URL_ID=6828&URL_DO= DO_TOPIC&URL_SECTION=201
24. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
25. Wood, C. (1994). Yardsticks: Children in the classroom, ages 4-12. Greenfield, MA: Northeast Foundation for Children.
26. Woodill, G. A., Bernhard, J., & Prochner, L. (Eds.) (1992). International handbook of early childhood education. New York: Garland.