Grounded in cutting-edge developmental research, this book examines what school readiness entails and how it can be improved. Compelling longitudinal findings are presented on the benefits of early intervention for preschoolers at risk due to poverty and other factors. The volume identifies the cognitive, language, behavioral, motor, and socioemotional skills that enable young children to function successfully in school contexts. It explores specific ways in which school- and family-based interventions–including programs that target reading and language, math, self-regulation, and social-emotional development–can contribute to school readiness. The book also addresses challenges in the large-scale dissemination of evidence-based practices.
Inhoudsopgave
I. Setting the Stage: The Importance of School Readiness for School Success
1. School Readiness: Introduction to a Multifaceted and Developmental Construct, Michel Boivin and Karen L. Bierman
2. Early Predictors of High School Completion: The Developmental Interplay between Behavior, Motivation, and Academic Performance, Frank Vitaro, Mara Brendgen, and Richard E. Tremblay
3. Assessing the Predictive Validity and Early Determinants of School Readiness Using a Population-Based Approach, Michel Boivin, Hélène Desrosiers, Jean-Pascal Lemelin, and Nadine Forget-Dubois
II. Determinants of School Readiness
4. A Multilevel Approach to the Examination of Cognitive Skills in School Readiness, Mark Wade, Heather Prime, Dillon Browne, and Jennifer M. Jenkins
5. The Role of Oral Language Development in Promoting School Readiness, Ginette Dionne, Catherine Mimeau, and Émylie Mathieu
6. Early Child Care Experiences and School Readiness, Sylvana M. Côté, Marie-Claude Geoffroy, and Jean-Baptiste Pingault
III. Supporting School Readiness with Evidence-Based Programs and Practices
7. The Role of Language and Literacy Interventions in School Readiness, Barbara A. Wasik and Annemarie H. Hindman
8. Promoting Math Readiness through a Sustainable Prekindergarten Mathematics Intervention, Prentice Starkey, Alice Klein, and Lydia De Florio
9. The Development of Self-Regulatory Skills and School Readiness, Christine Pajunar Li-Grining, Jaclyn Lennon, Maria Marcus, Valerie Flores, and Kelly Haas
10. Integrating Evidence-Based Preschool Programs to Support Social-Emotional and Cognitive Development, Karen L. Bierman, Celene E. Domitrovich, Robert L. Nix, Janet A. Welsh, and Scott D. Gest
11. Parenting Programs That Promote School Readiness, Janet A. Welsh, Karen L. Bierman, and Erin T. Mathis
IV. Going to Scale with Evidence-Based Programs: Sustaining High-Quality Practice
12. Better Beginnings, Better Futures: A Comprehensive, Community-Based Early Child Development Project to Facilitate Transition to Primary School and Beyond, Ray De V. Peters and Angela Howell-Moneta
13. Large-Scale Dissemination of an Evidence-Based Prevention Program for At-Risk Kindergartners: Lessons Learned from an Effectiveness Trial of the Fluppy Program, François Poulin, France Capuano, Frank Vitaro, Pierrette Verlaan, Monique Brodeur, and Jacinthe Giroux
14. Informing Policy to Support Evidence-Based School Readiness Programs and Practices, Rob Santos
15. School Readiness in a Developmental Perspective: Summary of Findings and Implications for Future Research and Practice, Karen L. Bierman and Michel Boivin
Over de auteur
Michel Boivin, Ph D, is Professor of Psychology and Canada Research Chair in Child Social Development at Laval University in Quebec. He is director of Laval University’s Research Unit on Children’s Psychosocial Maladjustment and of the Strategic Knowledge Cluster on Early Child Development, a pan-Canadian consortium. Dr. Boivin is a Fellow of the Royal Society of Canada. His research focuses on the biological, psychological, and social components of child development. He has played a central role in the creation and follow-up of large population-based longitudinal studies of children, including the Quebec Newborn Twin Study and the Quebec Longitudinal Study of Child Development. Karen L. Bierman, Ph D, is Evan Pugh University Professor, Professor of Psychology and Human Development and Family Studies, and Director of the Child Study Center at Pennsylvania State University. Since the 1980s, her research has focused on social-emotional development and children at risk, with an emphasis on the design and evaluation of school-based programs that promote social competence, school readiness, and positive peer relations, and that reduce aggression and related behavior problems. Currently, she directs the Research-based Developmentally Informed (REDI) classroom and home visiting programs, developed in partnership with Head Start programs in Pennsylvania. A clinical psychologist, Dr. Bierman also directs a predoctoral training program in the interdisciplinary educational sciences. Dr. Bierman has served as an educational advisor to organizations including Head Start and Sesame Workshop.
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