Overview
This book provides a framework for all kindergarten teachers to use to support young children in their transition to kindergarten. It offers an overview of the importance of this transition for young children, and shows how their success can be supported through the use of specific supports. The topics covered here include the various ways to involve children and their families, use assessment information, and use a collection of strategies for children based on their needs. The book is comprehensive in covering a multitude of needs children and their families may have, from basic support needs to creative and tailored ways to involve families, and to using specific social skills templates to teach and support social skills for young children. The final chapter of the book also addresses the need to determine children who need more focused supports, and provides concrete strategies to use for children with more intensive needs.
Full Product Details
Author: Melissa Stormont ,
Daniel R. Cohen
Publisher: Cambridge Scholars Publishing
Imprint: Cambridge Scholars Publishing
Edition: Unabridged edition
ISBN: 9781527570870
ISBN 10: 1527570878
Pages: 210
Publication Date: 11 August 2021
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: In Print
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.
Author Information
Daniel R. Cohen is an Assistant Professor of School Psychology in the Department of Educational Studies at the University of Alabama and the Co-Director of the Center for Interconnected Behavioral and Mental Health Systems. He conducts research on behavioral assessment, school mental health, educational equity, and health disparities. He has worked on a number of large-scale research grants funded by the Institute of Education Sciences and the National Institutes of Health, USA. Melissa Stormont is a Professor in the Department of Special Education at the University of Missouri. She has written extensively in the areas of early childhood, kindergarten readiness, kindergarten transition needs, and prevention science, and has published over 100 peer-reviewed articles and several books on strategies for children who are at risk for early school failure. She has been involved in numerous federal and local grants to support the use of evidence-based practices for social, emotional, and mental health development in children. Currently, she is the Co-Director of the Boone County Early Childhood Coalition, which was developed with a 1.7 million dollar grant to support screening and integrating prevention-based practices for young children and their families.
