Kindergarten Transition and Readiness

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

Andrew J. Mashburn, Ph.D., is a Professor of Developmental Psychology at Portland State University. His research focuses on identifying, developing, and testing innovative approaches to promote school readiness and later school success for children living in poverty. He has been involved in large-scale studies of the effects of preschool programs and strategies to improve preschool quality and/or children's development.

Jennifer LoCasale-Crouch, Ph.D., is a Research Assistant Professor at the University of Virginia's Center for Advanced Study of Teaching and Learning (CASTL). Her research focuses on the supports and systems that influence children during their early school experiences, and how we can best enhance those experiences to support children's development. She has extensive experience in the design and implementation of studies in early childhood settings across varying cultural and geographic contexts.

Katherine C. Pears, Ph.D., is a Senior Scientist at the Oregon Social Learning Center in Eugene, OR. Her research focuses on factors influencing school readiness and school adjustment in children facing early adversity such as placement in foster care due to maltreatment and poverty. She has designed, tested, and implemented preventive interventions for high-risk children to prepare them and their caregivers for the kindergarten transition.