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Are You Ready for School? Supporting Bridges to Kindergarten.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Are You Ready for School? Supporting Bridges to Kindergarten./
Author:	Knowles-O'Brien, Catherine.
Description:	1 online resource (170 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355596717

Are You Ready for School? Supporting Bridges to Kindergarten.
Knowles-O'Brien, Catherine.

Are You Ready for School? Supporting Bridges to Kindergarten. - 1 online resource (170 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2017.

Includes bibliographical references

This study was designed to investigate the experiences of public magnet school prekindergarten teachers' experiences in preparing transitioning prekindergarten children to kindergarten. Research shows that preparing young children in prekindergarten for a successful transition to kindergarten is foundational to children's success. Yet, more and more, prekindergarten teachers are abandoning appropriate instructional strategies due to increased academic demands and systemic barriers placed on administrators and teachers, affecting a child's readiness to transition from prekindergarten to kindergarten (NCLB, 2002; Kagan, 1990; Lynch, 2015; Baron et al. 2016). Supporting teachers in employing appropriate instructional strategies supports the very social and emotional competence of a child needed to support future attention to cognitive demands (Sutton-Smith, 1999; Suomi & Harlow, 1971; Hughes, 2002; Brown, 1969; Whitehead, 2010). While the literature is rich in early childhood development (Vygotsky & Kozulin,2011; Vygotsky, Reiber & Carton,1987-1999; Bruner, 1985), transitioning from school readiness programs (Wilson & Farran, 2010) to the kindergarten through twelfth grade system and, the importance of employing play in the classroom (Paley, 2004; Piaget,1998; Parten,1932), it also reveals there is a decline in play in the prekindergarten classroom to the detriment of young children's development, growth and learning. The primary significance of this study is that it sheds light on relevant and meaningful perspectives on the experiences of how prekindergarten teachers prepare transitioning prekindergarten children for kindergarten. These perspectives can be used to examine how early childhood teachers, administrators and families can support transition and school readiness for public magnet school prekindergarten children going into kindergarten.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355596717Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Are You Ready for School? Supporting Bridges to Kindergarten.
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245 1 0 $a Are You Ready for School? Supporting Bridges to Kindergarten.
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
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502 $a Thesis (Ed.D.)--Northeastern University, 2017.
504 $a Includes bibliographical references
520 $a This study was designed to investigate the experiences of public magnet school prekindergarten teachers' experiences in preparing transitioning prekindergarten children to kindergarten. Research shows that preparing young children in prekindergarten for a successful transition to kindergarten is foundational to children's success. Yet, more and more, prekindergarten teachers are abandoning appropriate instructional strategies due to increased academic demands and systemic barriers placed on administrators and teachers, affecting a child's readiness to transition from prekindergarten to kindergarten (NCLB, 2002; Kagan, 1990; Lynch, 2015; Baron et al. 2016). Supporting teachers in employing appropriate instructional strategies supports the very social and emotional competence of a child needed to support future attention to cognitive demands (Sutton-Smith, 1999; Suomi & Harlow, 1971; Hughes, 2002; Brown, 1969; Whitehead, 2010). While the literature is rich in early childhood development (Vygotsky & Kozulin,2011; Vygotsky, Reiber & Carton,1987-1999; Bruner, 1985), transitioning from school readiness programs (Wilson & Farran, 2010) to the kindergarten through twelfth grade system and, the importance of employing play in the classroom (Paley, 2004; Piaget,1998; Parten,1932), it also reveals there is a decline in play in the prekindergarten classroom to the detriment of young children's development, growth and learning. The primary significance of this study is that it sheds light on relevant and meaningful perspectives on the experiences of how prekindergarten teachers prepare transitioning prekindergarten children for kindergarten. These perspectives can be used to examine how early childhood teachers, administrators and families can support transition and school readiness for public magnet school prekindergarten children going into kindergarten.
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