Relevant bibliographies by topics / Emotional school readiness

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Emotional school readiness'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Emotional school readiness"

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Rahmawati, Anayanti. "CHILDREN’S SCHOOL READINESS ENTERING ELEMENTARY SCHOOL." Early Childhood Education and Development Journal 1, no. 1 (August 23, 2019): 20. http://dx.doi.org/10.20961/ecedj.v1i1.33250.

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School readiness is the readiness that children must have to enter elementary school. School readiness includes the abilities that children need to learn well in school so that school success can be achieved. This research is a phenomenological qualitative research which aims to obtain an overview of school readiness that children have when entering the first grade of elementary school. The informants of this study were the first grade elementary school teachers totaling five people. The results of the study show that school readiness must have to be prepared early is the child's internal readiness, family readiness and school institution readiness. The child's internal readiness consists of cognitive readiness and social emotional readiness. Although cognitive readiness has been possessed by majority children, but social emotional readiness has not been fully achieved, even though it seems less attention to its achievements. This condition should not be ignored, because the realization of optimal children's internal school readiness is a combination of cognitive readiness and emotional social readiness. In addition, family preparedness and readiness of school institutions must also be sought as a form of support for children, so that children's school readiness is expected to be fully achieved optimally.
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Davies, Nathan, Rosie Cooper, and Manpreet Bains. "What is school readiness? A qualitative exploration of parental perceptions in England." Journal of Health Visiting 8, no. 8 (August 2, 2020): 338–44. http://dx.doi.org/10.12968/johv.2020.8.8.338.

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School readiness is a strong predictor of educational attainment and future health, but its meaning to parents is uncertain. This study aimed to generate an understanding of how parents conceptualise school readiness, and the forms of support they would find most acceptable and effective. Semi-structured interviews were undertaken with 17 parents and were analysed thematically. Parents appeared conflicted in their beliefs about the most important school readiness factors (physical, social and emotional health) and those they perceived schools to prioritise (numeracy and literacy). Parents reported orienting children towards developing cognitive skills because they believed schools favoured these over socio-emotional aspects of school readiness. Parents valued health visitors' input in developing understanding of school readiness. Parental understanding of school readiness could be better supported, along with information on how best to prepare children. Health visitors could play a pivotal role in school readiness and have opportunities to educate and empower parents of young children.
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Teleková, Radka, and Tatiana Marcineková. "THE EMOTIONAL-MOTIVATIONAL COMPONENT OF SCHOOL READINESS OF BEGINNING PUPILS." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 218–24. http://dx.doi.org/10.12955/pss.v1.76.

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A child's wish to become a pupil is one of the important identifiers of his / her school readiness. Its assessment at the beginning of schooling provides a picture of the child's initial ability at the beginning of the first year of study in primary school. The focus of this article is the motivational component of school readiness, which has an impact on the individual form of adaptation of beginning pupils. The subject of the research was to find out the presence of individual motives in the structure of the emotional-motivational component of school readiness of children at the beginning of school attendance. The defined component consists of social, cognitive and moral motives, which are interconnected. We were used a questionnaire with ten items in the research activity. The respondents were pupils of the first year of study in selected elementary schools. The results showed that the social, cognitive and moral motive were presented within the emotional-motivational component of school readiness. Overall, there were positive answers to the three motives, which showed a high level of motivation in the research sample. The level of the emotional-motivational component of becoming a pupil is one of the elements ensuring the successful adaptation of the pupil at the beginning of school life. Strengthening the incentive to become a pupil, deepening the desire to learn new things and shaping social skills for existence in the classroom are seen as a tool for developing the motivational sphere of school readiness.
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Mann, Trisha D., Alycia M. Hund, Matthew S. Hesson-McInnis, and Zachary J. Roman. "Pathways to School Readiness: Executive Functioning Predicts Academic and Social-Emotional Aspects of School Readiness." Mind, Brain, and Education 11, no. 1 (December 27, 2016): 21–31. http://dx.doi.org/10.1111/mbe.12134.

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Garaeva, Elena Viktorovna. "EMOTIONAL-VOLITIONAL READINESS AS INTEGRATIVE COMPONENT OF READINESS CHILDREN TO SCHOOL TRAINING." Pedagogical Education in Russia, no. 6 (2019): 125–30. http://dx.doi.org/10.26170/po19-06-17.

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Quirk, Matthew, Erin Dowdy, Bridget Dever, Katherine Carnazzo, and Courtney Bolton. "Universal School Readiness Screening at Kindergarten Entry." Journal of Psychoeducational Assessment 36, no. 2 (August 25, 2016): 188–94. http://dx.doi.org/10.1177/0734282916665743.

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Researchers examined the concurrent and predictive validity of a brief (12-item) teacher-rated school readiness screener, the Kindergarten Student Entrance Profile (KSEP), using receiver operating characteristic (ROC) curve analysis to examine associations between ( N = 78) children’s social-emotional (SE) and cognitive (COG) readiness with measures of behavioral/emotional risk and early literacy skills throughout kindergarten. Results indicated statistically significant associations between both subscales of the KSEP (SE and COG) with all outcome variables. Findings provide validity evidence in support of the KSEP as an initial gate in the universal screening process to inform educators on the readiness of incoming kindergarteners.
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Quirk, Matthew, Erin Dowdy, Ariel Goldstein, and Katherine Carnazzo. "School Readiness as a Longitudinal Predictor of Social-Emotional and Reading Performance Across the Elementary Grades." Assessment for Effective Intervention 42, no. 4 (July 12, 2017): 248–53. http://dx.doi.org/10.1177/1534508417719680.

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This study is a brief psychometric report examining the Kindergarten Student Entrance Profile (KSEP). Multiple regression models were tested examining associations between kindergarten teachers’ ratings of children’s social-emotional and cognitive readiness during the first month of kindergarten with academic and social-emotional outcomes almost 6 years later. Significant associations ( p < .05) were identified between children’s cognitive readiness at kindergarten entry and reading fluency in Grade 5, as well as between children’s social-emotional readiness and multiple aspects of their social-emotional well-being in Grade 5. This study provides evidence supporting the long-term predictive validity of KSEP screener ratings and highlights the importance of screening for social-emotional, as well as cognitive, indicators of readiness when children enter kindergarten. Practical implications are discussed.
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�������, M. Shashkina, ��������, and O. Tabinova. "Diagnostics of Readiness of School Graduates to Continue Mathematics Education." Standards and Monitoring in Education 4, no. 3 (June 17, 2016): 8–13. http://dx.doi.org/10.12737/20196.

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This article raises the problem of poor mathematical preparation of school graduates, who are potential university students. It is proposed to consider the main result of students� mathematical preparation at the profi le level at school from the standpoint of readiness to continue mathematical education further. The concept of �readiness of school graduate to continue mathematics education� is formulated. The article describes structural components of readiness as a result of education of graduates of secondary schools; these are cognitive, activity, motivational and evaluative, refl ective, evaluative, emotional and volitional components. The authors introduce a diagnostic program evaluating readiness of high school graduates to continue the mathematical education, which includes a variety of assessment tools and gauges. The authors present gathered during four years results of evaluation of the readiness level among fi rst-year students. The conclusions are made about the current readiness level by all selected components.
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Smith, Nina, and Wykeshia Glass. "Ready or not? Teachers’ perceptions of young children’s school readiness." Journal of Early Childhood Research 17, no. 4 (September 23, 2019): 329–46. http://dx.doi.org/10.1177/1476718x19875760.

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Using a nationally representative dataset of young children in the United States (the Early Childhood Longitudinal Study–Birth Cohort), the purpose of this study was to test the associations between teachers’ perceptions of preschoolers’ ( N = 3350) school readiness and actual academic readiness levels, as measured by math and reading assessments. The dimensions of readiness included social/emotional, behavioral, cognitive, and physical well-being. The findings suggest that teachers’ perceptions of various aspects of readiness may matter differently for math and reading achievement as well as for certain racial/ethnic groups. Teachers’ perceptions of all domains of readiness appear to be an important predictor of math achievement for Black children. Perceptions of behavior were negatively associated with academic readiness for Hispanic children, yet significantly and positively associated with math achievement for Black children. Teachers’ perceptions of cognitive readiness were only positively associated with academic readiness for Black children. Training, education, and support for establishing close teacher–child relationships may maximize preschoolers’ academic readiness by promoting social/emotional, behavioral, cognitive, and physical well-being.
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Rahmawati, Anayanti, Mareyke Maritje Wagey Tairas, and Nur Ainy Fardana Nawangsari. "PROFIL KESIAPAN SEKOLAH ANAK MEMASUKI SEKOLAH DASAR." JPUD - Jurnal Pendidikan Usia Dini 12, no. 2 (November 30, 2018): 201–10. http://dx.doi.org/10.21009/jpud.122.01.

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ABSTRAK School readiness is children’s readiness to enter elementary school. School readiness is needed so that children can attend all school activities in elementary school well. This study aims to determine the condition of school readiness owned by children before entering elementary school. Method used in this research is survey. Data analysis was carried out descriptively by comparing the average score of each dimension in school readiness. Results show that the average score from the highest to the lowest in the dimension of school readiness are academic knowledge, dimension, physical health and motor development dimension, basic thinking skills dimension, self-discipline dimension, social emotional maturity dimension, and communication skills dimension. Achievement of the average score in cognitive dimensions (academic knowledge and basic thinking skills dimension) and physical health and motor development dimension are higher than non-cognitive dimensions (self-discipline, social emotional maturity and communication skills dimension). This condition needs to get attention because the realization of school readiness is a combination of all dimensions in school readiness. The low in one of these dimension will affect to the overall of school readiness’s quality. Keywords: School readiness, Children, Entering elementary school Kesiapan sekolah merupakan kesiapan anak untuk masuk Sekolah Dasar (SD). Kesiapan sekolah diperlukan agar anak dapat mengikuti semua kegiatan sekolah di SD dengan baik. Penelitian ini bertujuan untuk mengetahui kondisi kesiapan sekolah yang dimiliki oleh anak sebelum memasuki SD. Metode penelitian yang digunakan adalah survei. Analisis data dilakukan secara deskriptif dengan membandingkan nilai rata-rata setiap dimensi dalam kesiapan sekolah. Hasil penelitian menunjukkan bahwa nilai rata-rata dari tertinggi ke terendah dalam dimensi kesiapan sekolah adalah dimensi pengetahuan akademis, dimensi kesehatan fisik dan perkembangan motorik, dimensi ketrampilan berpikir dasar, dimensi disiplin diri, dimensi kematangan sosial emosional dan dimensi kemampuan berkomunikasi. Capaian nilai rata-rata dimensi kognitif (dimensi pengetahuan akademis dan ketrampilan berpikir dasar) dan dimensi kesehatan fisik dan perkembangan motorik lebih tinggi jika dibandingkan dengan capaian nilai rata-rata dimensi non kognitif (dimensi disiplin diri, kematangan sosial emosional dan kemampuan berkomunikasi).. Kondisi ini perlu mendapatkan perhatian karena terwujudnya kesiapan sekolah merupakan perpaduan antara semua dimensi dalam kesiapan sekolah. Rendahya salah satu dimensi akan mempengaruhi kualitas kesiapan sekolah secara keseluruhan. Kata Kunci: Kesiapan Sekolah, Anak, Masuk Sekolah Dasar
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Dissertations / Theses on the topic "Emotional school readiness"

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Fauconnier, Justine. "Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-133806/.

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Allan, Mark Rodney. "Qualitative Study of Kindergarten School Readiness and Personal and Social Development." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28985.

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Kindergarten school readiness and the phenomenon of students entering kindergarten without the necessary personal and social skills they need to be successful in kindergarten was explored in this qualitative study. How this phenomenon impacts the school setting, including administrative support systems and classroom instructional practices implemented by kindergarten teachers, was explored. Elementary principals and kindergarten teachers who experienced this phenomenon were interviewed using semi-structured interviews. Official documents relating to the phenomenon being studied were collected and analyzed to provide for triangulation of the data. Findings of this study provide insights into current classroom practices that are currently being implemented to solve the problem of students' personal and social skill deficits. Findings will assist division level leaders, elementary principals and kindergarten teachers to guide and shape classroom practices designed for enhancing and improving students' personal and social skills. Findings report what current resources are being used by kindergarten teachers to provide personal and social skill instruction and how teachers' instructional practices in this domain are being guided and directed by administrators. Division level leaders and school level leaders are provided with information about instructional practices for improving kindergarten students' personal and social skills. Findings of the study show how elementary principals' and kindergarten teachers' beliefs about kindergarten students' personal and social skill development are aligned to the Virginia Department of Education's Foundation Blocks for Early Learning for certain skills and how they are not aligned for other skills.
Ph. D.
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Waajid, Badiyyah I. "The Relationship Between Preschool Children's School Readiness, Social-Emotional Competence and Student-Teacher Relationships." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/1459.

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Collett, Gale A. "How Social Emotional Development Skills Gained in High Quality Public School Prekindergarten Impact Kindergarten Academic Readiness." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1237.

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Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000). Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press). The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness. Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.
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Mtati, Cebokazi Ngcakani. "A systematic review: Instruments that measure emotional and social competency as a domain of school readiness of preschool children in South Africa." University of Western Cape, 2020. http://hdl.handle.net/11394/7668.

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Magister Artium (Psychology) - MA(Psych)
Given the lack of standardised and locally developed school readiness assessment tools in South Africa, as well as the under-emphasis on emotional and social competency in favour of cognitive domains in assessment of school readiness, many South African children enter mainstream schooling with their emotional wellbeing significantly compromised. Therefore, emphasis on children’s emotional and social competency as a domain of school readiness is essential. The study aims to identify and summarise aspects of the instruments that measure emotional and social competency as a domain of school readiness in preschoolers and their psychometric properties. All ethical considerations in terms of the systematic review process were adhered to
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Clare, Emily P. "The Business Communities' Perspectives on Work-based Learning and Career Readiness for High School Students." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1615650103164532.

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Erhart, Amber Christine. "EVALUATING THE PREDICTIVE VALIDITY OF ACADEMIC AND SOCIAL-EMOTIONAL SCREENING ASSESSMENTS FOR MEASURING ACADEMIC AND SOCIAL-EMOTIONAL SUCCESS AT THE END OF FIRST GRADE." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/222715.

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School Psychology
Ph.D.
By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate progress. However, before a special education referral can be made, the education system must demonstrate that the deficit is not due to a lack of instruction. Response-to-Intervention is a preventive intervention framework supported by federal legislation (No Child Left Behind (NCLB); 2002 and Individuals with Disabilities Education Act (IDEIA); 2004) that ensures that only valid special education referrals (i.e., referrals based on quantitative data) are processed. Using a multi-tiered assessment and intervention approach, students are first identified as at-risk through the use of screening tools designed to indicate academic or behavioral deficits. At-risk students are then exposed to evidence-based interventions with increasing levels of intensity to determine the type and amount of support needed. However, response-to-intervention has yet to be extended down to kindergarten students, and the screening instruments available for this population have yet to be evaluated for their predictive validity with end of first grade academic and behavioral performance. This study examines the predictive validity of psychometrically sound academic and behavioral screening instruments with first grade academic and social-emotional success. Participants included kindergarten students (n=290) from five ethnically diverse elementary schools located in a small suburban city in a mid-Atlantic state. Early literacy, early numeracy, writing, and social-emotional screening assessments were administered three times a year to determine whether the screening tools were adequate measures of kindergarten readiness skills for first grade academic and social-emotional success. Participants were followed from the beginning of kindergarten until the end of first grade to determine which skills measured by the screening assessments were the most predictive of a conceptual model of first grade academic and social-emotional success. The results indicated that the social-emotional screening assessment was able to significantly predict social-emotional success at the end of first grade. Kindergarten academic screening assessments however, were not able to significantly predict first grade academic success. Results also indicated that there were significant differences in scores across gender, ethnicity and family composition.
Temple University--Theses
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Munnik, Erica. "The development of a screening tool for assessing emotional social competence in preschoolers as a domain of school readiness." University of the Western Cape, 2018. http://hdl.handle.net/11394/6099.

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Philosophiae Doctor - PhD (Psychology)
Literature identified that emotional/ social competence is under-emphasised in favour of cognitive domains in assessment of school readiness. Socio-cultural and risk factors in the South African context complicate school readiness assessment. Thus, there is a need for a contextually appropriate screening tool for emotional-social competence. The aim of the study was to develop a screening tool for emotional/ social competence as a domain of school readiness. Ethics approval was obtained from the UWC ethics committee (14/2/8) and all ethics principles were upheld. The study had four successive phases - each conceptualised as a separate study with independent methodologies. Phase One consolidated the literature reporting on measures and definitions of emotional social readiness through two systematic reviews. Phase Two developed a concept map of stakeholders’ perceptions about emotional/ social competence as a domain of school readiness. Seven focus groups and two individual interviews were facilitated with parents and teachers of grade R children, as well as health professionals involved in assessment of school readiness. The findings from Phase One and Two informed the construction of a screening tool for emotional/ social competence in Phase Three. The resultant screening tool had nine subdomains.
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Dominguez, Escalon Ximena. "Learning Behaviors Mediating the Relationship between Behavior Problems and Educational Outcomes." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/117.

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This study examined the relationship between behavior problems, learning behaviors and educational outcomes for at-risk preschool children. A sample of Head Start children (N = 196) were selected in the Southeast. Behavior problems were assessed using The Devereux Early Childhood Assessment (DECA; Le Buffe & Naglieri, 1999) and learning behaviors were assessed using the Preschool Learning Behavior Scale (PLBS, McDermott, Green, Francis & Stott, 1996). Educational outcomes included measures of literacy and math, collected using subscales from the Galileo System for the Electronic Management of Learning (Galileo; Bergan et al., 2003). Behavior problems were found to predict learning behaviors, math and literacy. Furthermore, learning behaviors were found to mediate the effect of behavior problems on literacy and math, and such mediation effects were not found to be moderated by gender nor age. The findings of the study provide a preliminary explanation regarding the mechanism through which behavior problems relate to educational outcomes for preschool children.
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Anaya, Berenice. "Self-Regulation in Preschoolers: Validity of Hot and Cool Tasks as Predictive Measures of Academic and Socio-Emotional Aspects of School Readiness." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1644.

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Extensive research on the development of self-regulation has demonstrated that better executive functioning and effortful control during the preschool years are associated with greater kindergarten and early school achievement. Recent findings suggest that self-regulation tasks differ in their assessment of “hot” and “cool” regulation, how these processes map onto effortful control and executive functioning, and may predict school readiness. However, only a few studies have examined the validity of hot and cool regulation tasks (Allan & Lonigan, 2014; Di Norcia, Pecora, Bombi, Baumgartner, & Laghi, 2015; Willoughby, Kupersmidt, Voegler-Lee, & Bryant, 2011), and how they predict socio-emotional competence (Di Norcia et al., 2015) and academic performance (Kim, Nordling, Yoon, Boldt, & Kochanska, 2013). The current study examined the validity of hot and cool tasks as measures of self-regulation and predictive measures of school readiness within a low-income sample. The sample consisted of 64 preschoolers between the ages of three (n= 38) and four (n= 26) who were enrolled in a blended Head Start program. The Preschooler Self-Regulation Assessment, Woodcock Johnson subtests (Letter Word, Applied Problem, and Picture Vocabulary), and teacher ratings of social competence (Social Competence and Behavioral Evaluation) and emotional competence (Emotion Regulation Checklist) were collected in the fall and spring of the school year. Results indicated that performance on the Cool and Hot tasks was moderate to highly correlated with academic performance and teacher ratings of socio-emotional competence respectively. Developmental differences in selfregulation performance suggested that cool regulation begins to develop later in the preschool period and may depend on earlier development of hot regulatory processes. There were also gains in academic achievement and socio-emotional competence from fall to spring. Regression analyses indicated that Hot and Cool tasks did not predict socio-emotional competence and academic achievement as distinctively as expected. Hot and cool regulation seemed to predict socio-emotional competence and academic achievement in parallel, with the exception of math performance, which was strongly predicted by Cool task performance above and beyond Hot tasks. Results suggest that hot and cool regulation overlap in predicting school readiness.
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Books on the topic "Emotional school readiness"

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Seven skills for school success. Beltsville, MD: Gryphon House, 2009.

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Schiller, Pamela Byrne. Seven Skills for School Success: Activities to Develop Social and Emotional Intelligence in Young Children. New York: Gryphon House, 2009.

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Zabłocki, Kazimierz Jacek, and Wojciech Brejnak. Emocjonalno-społeczne uwarunkowania dojrzałości szkolnej: Praca zbiorowa. Warszawa: Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2008.

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(Organization), Zero to Three, ed. Heart start: The emotional foundations of school readiness. Arlington, VA: The Center, 1992.

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Three, Zero To. Heart Start: The Emotional Foundations of School Readiness. Center, 1992.

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Emond, Alan, and Jane Coad. School readiness and transition into school. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0031.

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School readiness is a complex construct which includes physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills. This chapter reviews the evidence for interventions which help children, and their families, be ready to start school, and highlights good practice in schools being ready and welcoming for new children. The issues of transition into school are discussed, and evidence presented on how children with medical needs can be helped to integrate and participate. Health assessments at school entry are reviewed, and the complicated area of medication in schools is summarized.
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Robinson, Maria. Feeling Child: Laying the Foundations of Confidence and Resilience. Taylor & Francis Group, 2014.

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Feeling Child: Laying the Foundations of Confidence and Resilience. Taylor & Francis Group, 2014.

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Hageman, Anya, and Pauline Galoustian. Economic Aspects of the Indigenous Experience in Canada. Queen's University, 2021. http://dx.doi.org/10.24908/b0a67ddbac0f.

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This text explores the economic history and economic potential of Indigenous peoples in Canada. It discusses which institutional arrangements hold them back economical and which institutions assist them going forward, and considers which norms do Indigenous communities hold that inform their priorities and economic behaviour. <> Chapters 1 and 2 introduce the Indigenous Peoples of Canada – First Nations, Métis and Inuit – and their current demographic and income statistics. Chapters 3-12 describe their cultures, economies and geopolitics up until the late twentieth century. Chapters 13 and 14 discuss how discrimination against minorities can be modeled and measured. Finally, Chapters 15+ describe present-day issues in the economic development of Indigenous communities. <> Note for Instructors: Instructors may wish to begin the term of study with presentations or readings on the peoples indigenous to the school’s location. As the course progresses, instructors can lead students to discover how the topics covered in the book apply to local communities past and present. Instructors can also make students aware of local opportunities for Indigenous – non-Indigenous interaction and cooperation. This text flows in chronological order until Chapter 12. Instructors should use their own discretion about whether and when they want to use Chapters 12-14. Chapter 15 picks up the historical thread. The use of talking circles and other discussion forums is recommended, as conversation is a traditional Indigenous teaching method, and the issues covered in this book are emotionally weighty.
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Book chapters on the topic "Emotional school readiness"

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Mares, Sarah, and Catherine McMahon. "Attachment Security: Influences on Social and Emotional Competence, Executive Functioning and Readiness for School." In Health and Education Interdependence, 55–74. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3959-6_4.

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Ackesjö, Helena. "Parents’ Emotional and Academic Attitudes Towards Children’s Transition to Preschool Class – Dimensions of School Readiness and Continuity." In International Perspectives on Early Childhood Education and Development, 147–61. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58329-7_10.

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Widyarini, Ika. "Moral Emotions: An Explorative Study on Elementary School Teachers of Yogyakarta." In Applied Psychology Readings, 75–92. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2796-3_6.

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Cheung, Yuen-Man, and Man-Tak Leung. "School Adjustment for Hong Kong Undergraduates: The Correlation Among Parental Acceptance-Rejection, Achievement Emotion, Academic Achievement and Self-esteem." In Applied Psychology Readings, 193–215. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8034-0_12.

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Heck, Amber J., Courtney E. Cross, and Veronica Y. Tatum. "Early Medical Education Readiness Interventions." In Advances in Medical Education, Research, and Ethics, 283–304. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1468-9.ch015.

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Medical educators have long debated how to address one pivotal question: Which students will succeed in medical school? Traditionally, the approach to guaranteeing success in undergraduate medical education focused heavily on a rigorous admissions process. While student selection processes have evolved over time, so have the multiple categories of interventions to prepare students for success in medical school. These interventions are most often aimed at enhancing either academic or emotional preparedness in future or current students and are perhaps best described as early medical education readiness interventions. This chapter organizes these programs into the three overarching categories of preadmissions, prematriculation, and postmatriculation interventions, and will discuss the history and current landscape of each of these categories in detail. Further, the authors make recommendations for medical school administrators and directors of such programs to consider when designing their institutional approach to early medical education readiness interventions.
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Wambu, Grace W., and Zandile P. Nkabinde. "Supporting Immigrant Children in College and Career Readiness." In Research Anthology on Navigating School Counseling in the 21st Century, 268–90. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch015.

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The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.
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Sidorowicz, Kara, and Anthony Yang. "Strengthening College and Career Readiness With Social and Emotional Learning." In Leading Schools With Social, Emotional, and Academic Development (SEAD), 247–72. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6728-9.ch013.

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Social-emotional skills are essential for navigating the rapidly evolving world, especially for students who will become the makers and doers of tomorrow. The literature suggests that a technology-driven shift in needs is fueling a skills gap within a workforce needing social-emotional competencies. These shifts have grown the need for students to develop their social-emotional skills for professional and personal success. Experts suggest infusing social and emotional learning (SEL) in career and technical education (CTE) to address this. This study documents and explores a strategy for explicit SEL in CTE at Clark County School District in Nevada, USA during the 2019-2020 school year. Usage and student answers suggest promising value of SEL in CTE for student learning, but a need to better support teacher adoption. Findings from this study contribute preliminary guidance on program development and implementation upon which future educators and researchers can build.
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Hanzec Marković, Ivana, and Gordana Kuterovac Jagodić. "Transition to Elementary School in Croatia." In Advances in Early Childhood and K-12 Education, 165–87. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4435-8.ch008.

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This chapter presents the results of an empirical study conducted in Croatia examining individual child characteristics (specific cognitive skills and social-emotional competence) and contextual factors (parental involvement in transition and the schools' readiness) as possible determinants of a successful transition to elementary school (i.e., children's early social and academic school adjustment). The results of the study with 417 first-grade students showed that specific cognitive skills were the best predictor of academic adjustment, and also a significant predictor of some social adjustment indicators, while social-emotional competence predicted the student-teacher relationship. Contextual factors showed no significance as predictors or moderators in the model. Patterns of relationships were equal for girls and boys. The chapter offers possible explanations for the study results, along with suggestions for future research and potential practical implications of the obtained results.
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Wambu, Grace W., and Zandile P. Nkabinde. "Supporting Immigrant Children in College and Career Readiness." In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, 246–68. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8283-0.ch013.

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The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.
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Hill, Tatiana Yasmeen, Natalia Palacios, Melissa Lucas, Stephanie Dugan, Amanda K. Kibler, and Judy Paulick. "Latinx Siblings' Social Emotional Support During Shared Reading." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 194–218. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch011.

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In order to identify culturally adaptive approaches to socialization of school readiness skills involving siblings in Latinx families, researchers investigated how Latinx older siblings interact with younger siblings in the context of shared reading to support social emotional skills in three Latinx immigrant families. Analyses revealed that older siblings demonstrated socialization practices such as using commands or questions and using social cues, which appeared to foster focal children's engagement. Older siblings also modeled connecting to prior knowledge, problem solving, negotiation of roles, and asking for and providing help, which seemed to enable children's autonomous social participation. Importantly, practices co-occurred with warm and responsive interaction styles. Findings inform how Latinx immigrant families socialize emotional skills to accomplish early literacy tasks using practices that may be culturally specific and aligned with parental socialization.
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Conference papers on the topic "Emotional school readiness"

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Akelaitis, Arturas. "Development Of Emotional Skills Among 15–16-Year-Old Adolescents In Physical Education Classes." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-24.

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Background: The aim of this study was to investigate the effectiveness of the 16 weeks educational program of emotional skills in physical education classes on development of emotional skills among 15–16-year-old adolescents in physical education classes. Study hy-pothesis – the application of 16 weeks educational program would allow expecting more de-veloped emotional skills among 15–16-year-old adolescents in physical education classes. Subjects and methods: Participants in the study were 51 pupils of the ninth grade (15.15±0.36). Experimental group consisted of 25 and the control group of 26 adolescents. The measures of emotional skills were evaluated using Emotional Intelligence Questionnaire – Short Form (TEIQue – SF), Social Emotional School Readiness Scale (BUSSESR), and self-confidence methodology, developed by Stolin (Пантилеев, Столин, 1989). Educational experiment was used as a method to verify the eficiency of the educational program. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyze the effects of the educational program. Results: After the 16-weeks educational program (structural physical education classes), a significant improvement was found in emotional skills scores for the experimental group compared with the control group, which had a statistically significant effects: adolescents in the experimental group had more developed self-awareness (F (1,49) = 5.86; p < .05; η 2 = .11), self-confidence (F (1,49) = 5.28; p < .05; η 2 = .10) skills, and the abilities to express emotions (F (1,49) = 5.95; p < .05; η 2 = .11) in physical education classes. These results indi-cated that the structural physical education classes had a positive influence on adolescents’ emotional skills. Conclusions: It was found that during the 16 weeks educational experiment the applied mea-sures of educational impact had a statistically significant effect on the components of exper-imental group 15–16-year-old adolescents’ self-awareness, self-confidence skills, and the abilities to express emotions in physical education classes.
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Sobczak, Slawomir. "THE IMPORTANCE OF PARENT READING OF VARIOUS LITERARY TEXTS IN DEVELOPING CHILDREN’S EMOTIONAL AND SOCIAL SCHOOL READINESS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1070.

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Barabashchuk, Hanna, Mariana Dushkevych, and Natalia Hutsuliak. "Psychological Features of the Tolerance of Future Specialists in Socionomic Professions." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/04.

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It is a set on the basis of theoretical researchers, that the modern specialist of the sphere of «Man-Man», except the certain volume of professional abilities and knowledge, must own personality-mature qualities: to show readiness for self-development and self-perfection; make a decision on their own; have their own system of values and be able to correlate their own vital persuasions with the senses and stereotypes of society. For this reason, development of their tolerance as a constituent of professionalism is important in the professional preparation of specialists of socio-economic professions. Tolerance is not just a tolerance for others' thoughts, beliefs and behaviour, it is a purposeful effort on the part of the individual to create an information space that promotes harmony, interpersonal cooperation, emotional tact and respect. The empirical study involved 40 second-year students, including psychology students and foreign language teachers. The psychodiagnostic complex of methods presented in the article made it possible to obtain reliable research results. A comparative analysis of respondents' indicators showed that «tolerance» as a personal quality is significant for both groups. It is stated that psychology students are more tolerant of representatives of different social strata, while foreign language students are tolerant of ethnic minorities. The study found that future psychologists seeking to assert their beliefs and considerations, if the situation becomes conflictual, can be harsh. Future teachers are more critical of themselves and their opinions, showing tact and understanding to manifest «paradoxical» actions, even if they do not agree with them. The overall tolerance index of the two groups under study indicates that their behaviour and attitudes towards the world, people and events will depend on the particular social situation they are currently in.
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