Readiness Skills That Support Toddlers’ Transition Into Preschool

Appl, Dolores J.; Hoffman, Brittany; Hughes, Mary Alayne

doi:10.1177/1096250615593328

Cited by 4 publications

(2 citation statements)

References 12 publications

(25 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Transition Process for Young Children with Disabilities conceptual framework (Rous, Hallam, et al, 2007) has been cited as a theoretical base for practices and research relevant to the transitions that occur between Part C (early intervention) and Part B preschool services and between preschool and kindergarten (Appl et al, 2015; Branson & Bingham, 2009; Gooden & Rous, 2018; Rous & Hallam, 2012; Rous, Myers, et al, 2007). The framework and its expanded version (Gooden & Rous, 2018) illustrates how ecological influences (e.g., child caregivers, and their community) and elements within the transition process itself can impact child and family preparation and adjustment.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences

Sands

Meadan

2023

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

The transition to kindergarten (TTK) occurs at a stage in a child’s development when it can have a direct impact on later school success. For children with disabilities, TTK may be especially challenging, and federal policy provides limited guidance and mandates related to use of practices to support children with disabilities and their familes. The purpose of this study was to explore parents’ and kindergarten general education teachers’ perceptions and experiences related to the TTK from an inclusive preschool for children with disabilities. Semi-structured interviews were conducted with six parents and seven kindergarten teachers. Themes identified high-intensity transition practices as especially helpful during the transition process, and limited communication and collaboration, late teacher assignment, and ecological differences in preschool and kindergarten as challenging. Parents described the importance of sharing their prior experiences with new team members, and kindergarten teachers emphasized a desire to be included in the transition process.

show abstract

Section: Conceptual Frameworkmentioning

confidence: 99%

Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences

Sands

Meadan

2023

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

show abstract

“…As children transition from their family environment to preschool, which is their rst signi cant social environment, they begin to re ect on their parental experiences (Amerijckx & Humblet, 2015). Developing effective problem-solving skills (Petersen, 2012; cited in Appl et al, 2017) is crucial to helping children adapt to this new social structure and succeed in learning tasks. Preschool children with high SPS levels demonstrate a greater ability to adapt to their peers (Paswan et al, 2014) and teachers (Weyns et al, 2019), which in turn, supports academic achievement (Walker & Henderson, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Mediating Effects of Self-concept on The Relationship Between Parenting Styles and Young Children’s Social Problem-Solving in Turkey

Sezer,

Koçyiğit

2023

Preprint

View full text Add to dashboard Cite

The aim of this study was to investigate the associations between parenting styles, young children's social problem-solving skills, and the mediating role of self-concept in a sample of 200 Turkish preschoolers aged 48-72 months, with an equal distribution of male and female participants. The results supported the proposed model, demonstrating that the impact of democratic style on social problem-solving skills was partially mediated by self-concept, specifically self-esteem, as a parenting measure. These findings suggest that self-esteem is an essential individual characteristic to consider in relation to preschoolers' social relationships, in addition to the influence of democratic parenting behaviors.

show abstract

Transition Class: A Bridge from Early Intervention to Early Childhood Special Education

Mahurin-Smith

Lorio

2023

Education 3-13

View full text Add to dashboard Cite

Readiness Skills That Support Toddlers’ Transition Into Preschool

Cited by 4 publications

References 12 publications

Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences

Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences

The Mediating Effects of Self-concept on The Relationship Between Parenting Styles and Young Children’s Social Problem-Solving in Turkey

Transition Class: A Bridge from Early Intervention to Early Childhood Special Education

Contact Info

Product

Resources

About