About this Book

On the premise that early school transitions affect children's future educational success and that these critical transitions need to be improved, this book explores the research on early schooling and reexamines educational beliefs, policies, and practices relating to the first years of school, including readiness assessment, entrance ages, diversity, and personnel preparation. The chapters are: (1) "Introduction: An Ecological Approach to Kindergarten Transition" (Robert C. Pianta, Sara E. Rimm-Kaufman, and Martha J. Cox); (2) "Early Schooling and Social Stratification" (Doris R. Entwisle and Karl L. Alexander); (3) "Assessing Readiness" (Samuel J. Meisels); (4) "Promoting Educational Equity and Excellence in Kindergarten" (Nicholas Zill); (5) "Diverse Perspectives on Kindergarten Contexts and Practices" (Elizabeth Graue); (6) "Families and Schools: Rights, Responsibilities, Resources, and Relationships" (Sandra L. Christenson); (7) "Changing Schools for Changing Families" (Gary B. Melton, Susan P. Limber, and Terri L. Teague); (8) "Beginning School for Children at Risk" (Craig T. Ramey and Sharon L. Ramey); (9) "Children with Disabilities in Early Elementary School" (Mark Wolery); (10) "Kindergarten Practices with Children from Low-Income Families" (Barbara T. Bowman); (11) "Research on the Transition to Kindergarten" (John Wills Lloyd, Donna R. Steinberg, and Mary K. Wilhelm-Chapin); (12) "Personnel Preparation and the Transition to Kindergarten" (Richard M. Clifford); (13) "The Practice of Effective Transitions: Players Who Make a Winning Team" (Laura B. Smolkin); (14) "Policy and the Transition Process" (James J. Gallagher); and (15) "The Changing Nature of the Transition to School: Trends for the Next Decade" (Robert C. Pianta and Martha J. Cox). Each chapter contains references. (HTH)