The Transition to Kindergarten (NCEDL)
Language: English
Published by Brookes Publishing, 1999
- Softcover
- Used
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Condition: Used - Good
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Seller Inventory # OTV.1557663998.G
- Title
- The Transition to Kindergarten (NCEDL)
- Publisher
- Brookes Publishing
- Publication year
- 1999
- Condition
- good
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 1557663998
- ISBN 13
- 9781557663993
In this resource that investigates the kindergarten issue with academic rigor, professionals will discover why early school transitions need to be improved and how these critical transitions affect children's future educational success.
"Synopsis" may belong to another edition of this title.
About the Author
Donald B. Bailey, Jr., Ph.D., is Distinguished Fellow at RTI International. He is internationally known as an expert on young children with disabilities. For 27 years, he was on the faculty of the University of North Carolina at Chapel Hill where he was a W.R. Kenan, Jr. Distinguished Professor and, for 14 years, director of the Frank Porter Graham Child Development Institute. Dr. Bailey has addressed a variety of issues in his research and publications related to early intervention of children with disabilities and their families, with a particular focus on family support, inclusion, early identification, and fragile X syndrome. He has an extensive record of publications, with more than 200 peer-reviewed articles, chapters, and books on a wide variety of topics related to early education, early intervention, disability, and family support.
Barbara T. Bowman, M.A., Irving B. Harris Professor of Child Development, Erikson Institute, 451 North LaSalle Street, Chicago, Illinois 60654. Dr. Bowman is one of the founders of the Erikson Institute and served as its president from 1994 to 2001. In addition, Professor Bowman is Chief Officer in the Office of Early Childhood Education, Chicago Public Schools, where she administers a program for 30,000 preschool children, including 24,000 3- and 4-year-olds in an educational program and 5,000 infants and toddlers in a prevention program.
Richard M. Clifford, Ph.D., has training in educational administration with specializations in political science and research. He has taught and has served as a principal in public schools. For more than 25 years, he has studied public policies and advised government officials and practitioners on policies affecting children and families. His work focuses on two major areas: public financing of programs for young children and the provision of appropriate learning environments for preschool and early school-age children. Dr. Clifford is co-author of a widely used series of instruments for evaluating learning environments for children, including the Family Day Care Rating Scale (FDCRS; Teachers College Press, 1989), co-authored with Thelma Harms, and the Infant/Toddler Environment Rating Scale (ITERS; Teachers College Press, 1990) and the Early Childhood Environment Rating Scale0-Revised Edition (ECERS-R; Teachers College Press, 1998), both co-authored with Thelma Harms and Debby Cryer. In 1993-1994, Dr. Clifford helped establish and served as the first director of the Division of Child Development in the North Carolina Department of Human Resources and helped with the design and implementation of the state's Smart Start early childhood initiative. He is a past president of the National Association for the Education of Young Children (NAEYC).
Martha J. Cox, Ph.D., is Director of the Center for Developmental Science and Professor of Psychology at the University of North Carolina at Chapel Hill. Dr. Cox is known for her studies of families and young children and for her methodological contributions to the observational analysis of family interactions. Since the 1980s, she has studied the early years of family development and the processes of reorganization of families over the transition to parenthood and the transition to school with a special emphasis on the role of family relationships, including parent-child and marital relationships in children's successful adaptation to new challenges in the early years.
She is 1 of 10 principal investigators in the NICHD Study of Early Child Care, a study of children from birth through the elementary school years. She is Principal Investigator of the National Science Foundation-funded North Carolina Child Development Research Collaborative (CDRC). A centerpiece of the CDRC activities is a longitudinal, collaborative, multidisciplinary research study focusing on multiple levels of factors associated with successful development of a diverse group of yo
"About the title" may belong to another edition of this title.
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