Journal articles: '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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Fung, Wing Kai, Kevin Kien Hoa Chung, Ian Chun Bun Lam, and Nicky Xiaomin Li. "Bidirectionality in kindergarten children's school readiness and emotional regulation." Social Development 29, no. 3 (January 9, 2020): 801–17. http://dx.doi.org/10.1111/sode.12434.

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An, Xiaozhu, Timothy W. Curby, and Qingyuan Xie. "Chinese teachers’ perceptions of early childhood school readiness." School Psychology International 39, no. 5 (August 4, 2018): 454–69. http://dx.doi.org/10.1177/0143034318790635.

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Children’s school readiness, especially in the early school years, is a significant indicator for school success as it establishes a positive school trajectory. However, less is known about the generalizability of these findings to contexts outside the United States. The present study examined kindergarten teachers’ perceptions of school readiness in China. We surveyed 101 third-year preschool teachers and 160 first-grade teachers in China, asking about their perceptions of school readiness. Results suggested that third-year preschool and first grade teachers in China viewed many of their students as not ready for school and also thought that the students had difficulties with academic and social–emotional skills. In addition, Chinese teachers placed a higher value on social–emotional skills versus academic skills. Our interpretation of the current findings also includes preliminary comparisons between our data set and one from 531 American kindergarten teachers using the same survey.

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13

Бєлова, Олена. "ТЕОРЕТИЧНИЙ АНАЛІЗ ТЕРМІНУ «ГОТОВНІСТЬ» ДО ШКІЛЬНОГО НАВЧАННЯ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ." Педагогічні науки: теорія, історія, інноваційні технології, no. 7(101) (September 28, 2020): 141–56. http://dx.doi.org/10.24139/2312-5993/2020.07/141-156.

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The aim of the study is to carry out a theoretical analysis of the term “readiness” and to reveal the essence of related concepts: “readiness to study”, “readiness for school”, “preparation for school”, “school maturity”. The main research method is theoretical analysis of psychological and pedagogical literature. The analysis of the research materials proved that the term “readiness” has a single key position, namely – a directed action, the desire to do something. From the content of the problem of studying the concept of “readiness” arise different interpretations: from a medical point of view it is the state, tone, mobilization of all psychophysical systems; from pedagogical – positive attitude to activity, awareness of educational motive, needs; setting for a certain behavior; from the psychological – the focus on the implementation of a particular action in the presence of relevant knowledge, skills and abilities; formation of psychological properties, without which it is impossible to successfully master the activity. Also, it is determined that there is no single position on the concept of “readiness” of the child for school. There are different and common views on this issue. The concept of “readiness to learn” is considered from two positions: the influence of general qualities and patterns on the development of the individual as a whole; selection of components (functional, cognitive, emotional, motivational, personal and social) that indicate readiness for school. “Readiness for school” is determined by the degree of formation of physical, physiological and mental qualities of the child, is determined by a complex structural entity of the individual – his new qualities: his own position, the need for significance. “School preparation” is based on general and special training. Their interaction determines the components of readiness (mental, intellectual, emotional, volitional, social, personal, moral, physical) of a child of older preschool age to acquire new school knowledge, Педагогічні науки: теорія, історія, інноваційні технології, 2020, № 7 (101) 156 skills and abilities and to gain new knowledge, skills and abilities at school. The “school maturity” of a preschooler is a psychophysiological aspect of organic maturation, namely the formation of the morphological-physiological and mental system (intellectual, emotional and socio-personal). In the future it is planned to consider the psychological and pedagogical components of the readiness of older preschool children for school

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Jackson, Dylan B., Alexander Testa, and Daniel C. Semenza. "Household food insecurity and school readiness among preschool-aged children in the USA." Public Health Nutrition 24, no. 6 (February 9, 2021): 1469–77. http://dx.doi.org/10.1017/s1368980021000550.

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AbstractObjective:The present study examines the association between mild and moderate-to-severe household food insecurity and school readiness among a nationally representative sample of preschool-aged children.Design:Cross-sectional data pertaining to household food availability as well as four domains of school readiness – early learning skills, self-regulation, social-emotional development and physical health & motor development – were employed.Setting:The USA.Participants:15 402 children aged 3–5 years from the 2016–2018 National Survey of Children’s Health.Results:Both mild and moderate-to-severe food insecurity are associated with an increase in needing support or being at-risk in each of the four school readiness domains, particularly Self-Regulation (IRR = 4·31; CI 2·68, 6·95) and Social-Emotional Development (IRR = 3·43; CI 2·16, 5·45). Furthermore, while nearly half of the children in food-secure households are on-track across all four school readiness domains (47·49 %), only one in four children experiencing moderate-to-severe household food insecurity is on-track across all domains (25·26 %).Conclusions:Household food insecurity is associated with reductions in school readiness among preschool-aged children.

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O’Connor, Patrick. "How school counselors make a world of difference." Phi Delta Kappan 99, no. 7 (March 26, 2018): 35–39. http://dx.doi.org/10.1177/0031721718767858.

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School counselors play a key role in promoting students’ academic achievement, social and emotional development, and college and career readiness. The author reviews the research on counselors’ work in these areas and discusses how schools can ensure that their counselors are better able to succeed in supporting students.

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Chairilsyah, Daviq, and Rita Kurnia. "Teacher Assessment to School Readiness on the 5-6 Year-Old Children in State Kindergarten in Pekanbaru (Motoric Physical, Social Emotional, Moral, Language, and Cognitive Aspect)." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 2 (July 31, 2018): 74. http://dx.doi.org/10.31258/jes.2.2.p.74-82.

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This research is to know teacher's assessment on school readiness for children of 5-6 year-old in State Kindergarten in Pekanbaru (motoric physical, emotional social, moral, language, and cognitive aspects). The population in this research is all children after 5-6 years with total of 425 children and 150 children was taken as the sample. The method used is quantitative descriptive method. Data collection technique used was observation sheet. SBased on the results of data analysis, it was obtained that the percentage of all 5 aspects of school readiness in children aged 5-6 years in kindergarten in Pekanbaru: the aspect of physical motor readiness obtained equal to 68.22% belonging to high category of motoric physical readiness and smooth child is said Developing As Expectation (BSH), emotional social readiness aspect is obtained equal to 62.47% belong to high category hence emotional social readiness of child is said Develop As Expectation (BSH), moral readiness aspect is obtained as much as 63.21% belongs to high category so the moral readiness of children is said Developed As Expectation (BSH), the aspect of language readiness is 51.14% is enough category then the readiness of children language is said to Start Developing (MB) and the aspect of cognitive readiness obtained by 49.08% is sufficient then the cognitive readiness of children is said Start developing (MB).

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Gan, Yongtao, Lijun Meng, and Junjun Xie. "Comparison of School Readiness Between Rural and Urban Chinese Preschool Children." Social Behavior and Personality: an international journal 44, no. 9 (October 9, 2016): 1429–42. http://dx.doi.org/10.2224/sbp.2016.44.9.1429.

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Children's future academic success may depend on their readiness to learn and participate in preschool education. We examined school readiness differences in a sample of rural and urban preschool children (N = 82) from Zunyi, China, using the School Readiness Test Battery. The results indicated that school readiness differed between rural and urban children; rural children scored lower on emotional and social skills, basic knowledge, and drawing and language competence subtests than did urban students, but higher on sport skills, and understanding of both time and space. Thus, improving the early education of rural children will likely help to decrease the school readiness differences between rural and urban children.

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Stormont, Melissa A., Aaron M. Thompson, Keith C. Herman, and Wendy M. Reinke. "The Social and Emotional Dimensions of a Single Item Overall School Readiness Screener and its Relation to Academic Outcomes." Assessment for Effective Intervention 42, no. 2 (July 24, 2016): 67–76. http://dx.doi.org/10.1177/1534508416652070.

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The purpose of the study was to examine the relations among a single item school readiness screener, social/emotional ratings, and academic performance. A prior study found that single item kindergarten readiness ratings completed in the fall predicted end-of-year academic and behavior outcomes even after controlling for baseline scores. Here, we attempted to extend these findings by using a single overall readiness item, an expanded rating scale for the item, and a comparison with other social and emotional ratings provided by teachers. Fifty-five teachers in 18 elementary school sites completed the overall readiness item on 893 kindergarten students. Teachers also completed Likert-type social emotional items and assessments of emergent literacy skills on all students. Results suggested that teachers use basic social behavior expectations in their judgments of readiness rather than extreme disruptive behaviors. In addition, the single item identified students who were below benchmark and not prepared to start school with higher accuracy than a 14-item social rating scale. Discussion focuses on the promise and limitations of the single item measure and future directions for its study and use.

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Setiawati, Farida Agus, Rita Eka Izzaty, and Agus Triyanto. "Exploring the construct of school readiness based on child development for kindergarten children." Research and Evaluation in Education 3, no. 1 (August 30, 2017): 42. http://dx.doi.org/10.21831/reid.v3i1.13663.

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Indonesian government has regulated that the basic age of readiness of a child to attend elementary schools is 7 years old. In fact, some children are not exactly 7 years old when they first go to school because they develop more rapidly. This study is aimed at investigating some aspects of child development which affect their readiness to attend elementary school. The subjects were 101 grade 1, 2, and 3 teachers of elementary schools in Yogyakarta, a special Region in Indonesia. The data were collected through interviews. The results of the data collection were analyzed using both descriptive quantitative and qualitative techniques. The results of the study show some aspects of child development affecting their readiness to attend elementary schools, including cognitive and language ability, social emotional skills, fine motor skills, gross motor skills, arts, religion and moral values, and some others. Beside these aspects, some problems in grades 1, 2, and 3 are also found. This study is expected to give significant indicators to create the construct of school readiness.

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Dunaway, Lauren E. Futrell, Alessandra N. Bazzano, Sarah A. O. Gray, and Katherine P. Theall. "Health, Neighborhoods, and School Readiness from the Parent Perspective: A Qualitative Study of Contextual and Socio-Emotional Factors." International Journal of Environmental Research and Public Health 18, no. 17 (September 4, 2021): 9350. http://dx.doi.org/10.3390/ijerph18179350.

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The objective of this qualitative study was to address existing gaps in the literature by gathering parent perspectives on both health and school readiness in regard to neighborhood context, specifically parents’ perceived level of neighborhood safety and support, on physical health and the behavioral and cognitive domains of school readiness. Focus groups were conducted with a total of 28 parents or caregivers whose children attended Early Head Start/Head Start Centers or who received Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) services in New Orleans, Louisiana during fall 2015. Parents discussed concepts of school readiness, neighborhood, the intersection between the two, and parental stress; however, few expressed a clear connection between their concerns about safety, their own stress, and their child’s readiness for school. Disparities in both health and school readiness exist between both racial and socioeconomic groups in the United States, and this study offers a unique and enhanced understanding of the impact of non-academic factors on the well-being and development of young children.

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Arslan, Emel, Neslihan Durmuşoğlu-Saltali, and Hasan Yilmaz. "Social Skills and Emotional and Behavioral Traits of Preschool Children." Social Behavior and Personality: an international journal 39, no. 9 (October 14, 2011): 1281–87. http://dx.doi.org/10.2224/sbp.2011.39.9.1281.

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We investigated the relationship between the emotional and behavioral traits and social skills of preschool children. The participants were 224 6-year-old children (115 female, 109 male). Data were collected using the Social Skills Evaluation Scale (Avcıoğlu, 2003) and the Preschool Behavioral and Emotional Rating Scale (Epstein, Synhorst, Cress, & Allen, 2009). Pearson product-moment correlation coefficients were determined. It was found that there was a positive relationship between interpersonal skills and emotional regulation, school readiness, social confidence, and family involvement. It was also found that there was a statistically significant positive relationship between verbal explanation, listening skills, and self-control and emotional regulation, school readiness, social confidence, and family involvement.

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Michalska, Pauina, and Anna Szymanik-Kostrzewska. "Emotional and motivational readiness of six-years-olds to start school – measurement with IDS Intelligence and Development Scales and subjective assessment of mothers." Educational Psychology 60, no. 18 (December 31, 2020): 145–59. http://dx.doi.org/10.5604/01.3001.0014.6231.

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Currently, in research on school readiness of children, more and more attention is paid to the socio-emotional competences of children, as well as looking for factors positively correlating with high results obtained in standardized tests. The aim of the study was to determine the emotional and motivational level of school readiness of 6-year-old children based on objective measurement using the Intelligence and Development Scales (IDS) and subjective measurement in the assessment of children’s mothers, using the “Parental Readiness Assessment Questionnaire”, based on IDS in terms of content, as well as determining the mutual relationship of results and the significance of controlled variables. 56 mothers and their children (aged 6;2–6;11 years old) were examined. Objective measurement showed average school readiness of children, subjective measurement – high. Correlations between them was on the verge of low, there was little correlation between the subscales of persistence and satisfaction with children’s achievements. For selected results, the parents’ education and age of children were significant.

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Blair, Clancy, and Adele Diamond. "Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure." Development and Psychopathology 20, no. 3 (2008): 899–911. http://dx.doi.org/10.1017/s0954579408000436.

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AbstractThis paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success.

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Pal, G. C. "School-readiness Among the Underprivileged: The Neglected Dimension." Contemporary Education Dialogue 17, no. 2 (July 2020): 177–201. http://dx.doi.org/10.1177/0973184920931772.

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In the Indian context, the problem of the high proportion of out-of-school underprivileged children as well as the learning deficits in many such children in primary schools have raised concerns. Preparing these children for their journey through schooling has therefore been under the spotlight. The national Early Childhood Care and Education (ECCE) policy recognises pre-school education (PSE) of these children as one priority area. Given that the increased privatisation of pre-schooling marginalises a large section of underprivileged children in rural India, the role of public pre-schools always remains significant. Although many pre-primaries in government and aided schools contribute to the PSE of these children, the public pre-school system at community level in the form of anganwadi centres (AWCs) under the national Integrated Child Development Services (ICDS) programme remains the most viable and cost-effective opportunity for a high proportion of these children. This article examines the state of the PSE at AWCs through the lens of coverage, mechanisms of service delivery, quality of learning opportunities and inclusiveness. The paper draws evidence largely from a sample survey covering 4,800 households and over 200 AWCs spread across 192 villages in three sample states, besides other macro-level data and relevant literature on PSE. The findings show that the implementation of PSE through AWCs does not comply with many ECCE norms. There is a lack of targeted PSE interventions for learning opportunities and developing socio-emotional skills. Among other factors, functioning of AWCs for less than the stipulated duration in a day, inadequate earnestness among AWC workers and unequal opportunities even in scarce PSE services adversely affect the PSE of underprivileged children. The article calls for increasing the efficiency of this largest public pre-school system through professional development of service providers and setting up monitoring mechanisms to ensure school-readiness of underprivileged children.

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Sorokoumova, Elena A., and Marina G. Kurnosova. "The specifics of the psychological readiness of modern children to school." Pedagogy and Psychology of Education, no. 1, 2020 (2020): 238–57. http://dx.doi.org/10.31862/2500-297x-2020-1-238-257.

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The issues of children’s readiness for school in the digital environment are considered. The article presents the results of an empirical study aimed at studying the intellectual, personal, and emotional-volitional readiness of children of the digital generation for school. The study involved a group of 20 children aged 6–7. The results of the study showed that the specificity of the personal component is manifested in the predominance of the evaluation motive, in the unwillingness to contact with other children, the desire for individual activities, in the predominance of demonstrative behavior and the unwillingness to engage in joint activities with peers. The specificity of the emotional-volitional component is manifested in the ability of children to accept only close, specific goals, limited by the conditions of the educational task, as well as in the weak regulation of the actual activity. The specificity of the cognitive component of the psychological readiness of children of the digital generation to study at school is manifested in the predominance of short-term mechanical memory, visual generalization, schematic perception of the image, and the need for emotional and regulatory assistance when performing tasks.

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Heller, Sherryl Scott, Janet Rice, Allison Boothe, Margo Sidell, Krystal Vaughn, Angela Keyes, and Geoffrey Nagle. "Social-Emotional Development, School Readiness, Teacher–Child Interactions, and Classroom Environment." Early Education & Development 23, no. 6 (November 2012): 919–44. http://dx.doi.org/10.1080/10409289.2011.626387.

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Rose, Terrie. "EMOTIONAL READINESS: HOW EARLY EXPERIENCE AND MENTAL HEALTH PREDICT SCHOOL SUCCESS." Infant Mental Health Journal 36, no. 2 (February 15, 2015): 238–39. http://dx.doi.org/10.1002/imhj.21502.

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Muñiz, Elisa I., Ellen J. Silver, and Ruth E. K. Stein. "Family Routines and Social-Emotional School Readiness Among Preschool-Age Children." Journal of Developmental & Behavioral Pediatrics 35, no. 2 (2014): 93–99. http://dx.doi.org/10.1097/dbp.0000000000000021.

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Sadeghi, Ahmad. "Validation of a Social Emotional School Readiness Scale in Iranian Children." Iranian Evolutionary and Educational Psychology Journal 1, no. 3 (September 1, 2019): 204–12. http://dx.doi.org/10.29252/ieepj.1.3.204.

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Тykhonenko, N. "GENDER DIFFERENCES IN READINESS FOR MARRIAGE OF HIGH SCHOOL PUPILS." Psychology and Personality, no. 1 (May 20, 2021): 183–95. http://dx.doi.org/10.33989/2226-4078.2021.1.227229.

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The article is devoted to the analysis of gender differences in readiness for marriage of high school pupils. It systematizes the factors of psychological readiness of young men and women for family life in today’s conditions. Adolescence, as a time of individual’s vital self-determination, is characterized by the experience of various social roles and activities. Psychological readiness for family life includes a stable positive motivation to start a family, the development of personal qualities of the family man, the ability to empathically understand the partner, constructive and self-affirming behavior in marriage. Theoretical analysis of the peculiarities of personality formation in adolescence, the specifics of readiness for marriage and family-role expectations of senior school age pupils; methodical bases and methods of research are described. The results of an empirical study of gender differences in marriage readiness of high school pupils, their focus on understanding, emotional attraction and authority in marriage are analyzed. It was found that girls are characterized by a strong motivational willingness to start a family, more focused on understanding with a partner and emotional involvement in the relationship. They are clearly aware of the specifics of family responsibilities, their own role in family life, the specifics of the organization of married life. Instead, for boys, the process of exercising authority and taking a dominant position in communication is more important. Girls consider the most important to be the achievement of a common point of view, acceptance from a partner, demonstration to him of acceptance of his position. In the success of family interaction, they pay special attention to emotional interaction and intimacy, manifestations of love and support. The boys, on the other hand, strive to realize their authority and dominance in family relations, expect the woman to submit to their position and views, without giving a special role to issues of understanding and emotional inclusion. They have no intrinsic motivational need to start a family. Young people think little about the relationship between family roles, the organization of family life and building a system of support for family life.

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Bierman, Karen L., Robert L. Nix, Mark T. Greenberg, Clancy Blair, and Celene E. Domitrovich. "Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program." Development and Psychopathology 20, no. 3 (2008): 821–43. http://dx.doi.org/10.1017/s0954579408000394.

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AbstractDespite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.

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Mufrihah, Arina, and Luthfatun Nisa'. "The Development of School Readiness of Kindergarten Students Through Storytelling." Journal An-Nafs: Kajian Penelitian Psikologi 6, no. 1 (May 24, 2021): 68–78. http://dx.doi.org/10.33367/psi.v6i1.1336.

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Complete–playtime is an early concept of kindergarten idea. However, recently, children no longer obtain many opportunities to explore themselves through contextual learning activities such as playing drama or listening to tale. Children are focused on academic-centered activities, so they experience learning boredom at an early age. Moreover, students have not owned a school readiness when entering elementary school. This research helps kindergarten students have school readiness like academic skill, emotional-social skill, and morality through storytelling classically. This experimental study used True-Experimental Postest-Only Design. The two kindergartens were selected through cluster sampling from 100 target populations—the data was collected using the Bender Gestalt Test and observation. The series of storytelling activities as a treatment given towards students proved that the experimental group had school readiness earlier than the controlled group. The experimental group possessed more school readiness than the control group, with the difference was 37% age equivalent to eight years old and 29.6% equal to 7 years old. Other purposes accomplished were developing school readiness skills in vocabulary building, active question-answering, positive attitude towards peers, concern towards social environment, and literacy development.

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Bierman, Karen L., Celene E. Domitrovich, Robert L. Nix, Scott D. Gest, Janet A. Welsh, Mark T. Greenberg, Clancy Blair, Keith E. Nelson, and Sukhdeep Gill. "Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program." Child Development 79, no. 6 (November 18, 2008): 1802–17. http://dx.doi.org/10.1111/j.1467-8624.2008.01227.x.

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Bielova, Olena. ""Determinants of emotional readiness of preschool children with impaired speech to school"." Actual problems of the correctional education (pedagogical sciences) 1, no. 16 (October 1, 2020): 5–16. http://dx.doi.org/10.32626/2413-2578.2020-16.5-16.

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Tschiesner, Reinhard, and Alessandra Farnet. "Burnout and emotional experience in professional educators." Global Journal of Psychology Research: New Trends and Issues 6, no. 3 (September 30, 2016): 106–11. http://dx.doi.org/10.18844/gjpr.v6i3.1491.

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Aim: This investigation deals with burnout processes and the associated emotional experience patterns in professional educators. The importance of emotions is underlined by the fact that emotions changes the readiness to act (Frijda, 1986). Each emotion is connected with certain kinds of behavior (e.g. disgust with reject of an object or fear with avoidance). Just burnout processes from the educators’ emotional experience point of view become a significant role, because certain emotions are linked with the two most important stages in burnout processes, emotional exhaustion and depersonalization (Burisch, 2010). These aspects are able to become meaningful, because educators have to get in relation with learners and people. On account of these emotions have an effect on educational behavior processes. Method: A sample of nursery and primary school teachers as well as social educators were recruited and assessed with psychometric questionnaires (Maslach Burnout Inventory - MBI, Emotional Experience and Regulation Questionnaire - EER). Results: Data (N=148) evidences significant positive relations between emotional exhaustion and anxiety, grief, contempt, anger, guilt, shame as well as lifelessness and negative correlations between emotional exhaustion and interest. Significant positive correlations were calculated between depersonalization and shame, contempt, irritability, disgust and negative correlations between depersonalization and interest as well as happiness. Conclusions: Results indicate that consulting emotional experiences in burnout processes is useful: First results improve theoretical considerations concerning burnout models (e.g. Maslach & Jackson, 1981; Freudenberger & North, 1992) and second it can be helpful for explaining educators’ behavior in burnout processes. Keywords: EER, MBI, emotion

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Golovey, L. A., M. V. Danilova, and I. A. Gruzdeva. "Psycho-Emotional Well-Being of High School Students in Relation to Their Readiness for Professional Self-Determination." Психологическая наука и образование 24, no. 6 (2019): 63–73. http://dx.doi.org/10.17759/pse.2019240606.

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The article focuses on psycho-emotional well-being of high school students in the context of their professional self-determination.The sample consisted of 456 students of 9—11 classes of general education schools (207 males, 249 females) aged 14—18 years.The methods included techniques for measuring personality, cognitive-evaluative and emotional aspects of well-being as well as a set of diagnostic methods and indicators of professional self-determination.It is shown that structure of the students’ well-being is characterized by low levels of competency and self-acceptance, low activity and cheerfulness, increased anxiety and tension.The study identified a high percentage of students with reduced scores of psycho-emotional well-being.The revealed difficulties in professional self-determination were mostly related to externally motivated choices of profession, insufficient development of cognitive interests and professional type of personality, as well as to professional identity crisis.The study shows that different aspects of psycho-emotional well-being affect the parameters of professional self-determination.

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Bielova, Olena. "Modern view of speech readiness for school of children of older preschool age with typical psychophysical development and speech disorders." ScienceRise: Pedagogical Education, no. 1(40) (February 18, 2021): 31–35. http://dx.doi.org/10.15587/2519-4984.2021.224465.

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A theoretical review of modern scientific sources on the problem of "speech readiness" for the schooling of older preschool children with typical psychophysical development and speech disorders is presented. The aim of research: analysis of modern research on speech readiness for the schooling of older preschool children with typical and speech disorders. The objective of research was to substantiate scientific sources on the study of the terms "speech readiness" and "speech preparation" for school in older preschoolers; determination of components of speech readiness of children of older preschool age with speech disorders. It is established that there are different views on the definition of the terms "speech readiness" and "speech training". Speech readiness for the school includes children's mastery of grammatical, lexical norms of speech, enriched vocabulary, use in educational and everyday activities of various functions of speech; it is determined that speech readiness contributes to the process of speech preparation of the future student to master the school curriculum. Speech training involves general and special training. It was determined that the formation of basic intellectual, semiotic and regulatory components is necessary for the speech readiness of children with speech disorders, which are formed under the influence of a special complex of correctional and developmental speech therapy work. Based on the analysis of scientific sources, the components of speech readiness for the schooling of older preschool children with speech disorders were identified: cognitive is about understanding of the semantic constructions of language and speech; motivational is about understanding of social and cognitive motives of learning; the component of activity - active participation in various types of speech activity; emotional - verbalization of emotions and feelings

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Wahyuni, Esa Nur, Rahmat Aziz, Wildana Wargadinata, and Alfiana Yuli Efiyanti. "Investigation of Primary School Teacher Readiness in Online Learning during the Covid-19 Pandemic." Madrasah 13, no. 2 (March 29, 2021): 97–113. http://dx.doi.org/10.18860/mad.v13i2.11343.

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Changing the learning system during the pandemic period from offline to online requires teachers' readiness, including elementary school teachers. Demands for mastery of technology in learning and the characteristics of elementary school students who need direct guidance in learning are teachers' problems. However, not all primary school teachers are ready for technology-based online learning. This study aims to investigate the readiness of primary school teachers in online learning in terms of three aspects, namely cognitive (knowledge and perception), affective (emotional condition), and moral (skills). The research method uses a mixed-method with data collection techniques using a questionnaire deepened by interviews. The research respondents were 22 elementary school teachers in Tlekung village, Junrejo district, Batu City. Data analysis used descriptive statistical analysis and qualitative analysis. The results showed that the teacher had a low readiness to carry out online learning in general. The level of primary school teachers' readiness to carry out online learning still needs to be improved, especially in the knowledge and skills factor by providing online learning training experiences.

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Graue, Elizabeth, Janice Kroeger, and Christopher Brown. "Living the ‘Gift of Time’." Contemporary Issues in Early Childhood 3, no. 3 (October 2002): 338–53. http://dx.doi.org/10.2304/ciec.2002.3.3.3.

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Readiness for school is a US concept that is thought to depict the likelihood of school success. A combination of physical, cognitive, and emotional maturity, it provides a foundation for responding to school expectations. When there are readiness concerns, some advocate giving what is called the ‘gift of time,’ additional time to mature. This article describes the decision-making and reactions of parents and teachers who support the development of children who might be seen as having readiness risks. Children who delay kindergarten entry, those who go to kindergarten on time, and children who repeat kindergarten, their teacher and parents were the focus of a case study that addressed the process of kindergarten entry decisions and the evaluation of their success.

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Vanderbleek, Linda M. "Engaging Families in School-Based Mental Health Treatment." Journal of Mental Health Counseling 26, no. 3 (July 1, 2004): 211–24. http://dx.doi.org/10.17744/mehc.26.3.xbwbr27wqhcptlmk.

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Increasing populations of students are unprepared for learning due to emotional or behavioral problems. Yet, school-based mental health services are fragmented, marginalized, and underutilized. Despite the federal mandate to improve all student achievement and an increased ability to identify students needing mental health services, school-based mental health services are noticeably absent from school reform initiatives. The research clearly shows family involvement in school-based mental health services is effective in improving student academic performance. By understanding barriers to school-based mental health counseling services and strategies for increasing family enrollment and retention, mental health counselors can help increase students' academic readiness and the integration of mental health services into the structure of the nation's schools.

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Allbright, Taylor N., Julie A. Marsh, Kate E. Kennedy, Heather J. Hough, and Susan McKibben. "Social-emotional learning practices: insights from outlier schools." Journal of Research in Innovative Teaching & Learning 12, no. 1 (June 14, 2019): 35–52. http://dx.doi.org/10.1108/jrit-02-2019-0020.

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Purpose There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students. Design/methodology/approach Case study methods, including interviews, observations and document analysis, were employed. Findings The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents. Originality/value This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

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Weymeis, Henk, Karla Van Leeuwen, and Caroline Braet. "Extending School-Wide Positive Behavior Support (SWPBS) with Emotional Support Systems: A Non-Randomized Study Testing the Effectiveness of a School-Wide Health Care Policy TIME-IN in Special Education." Social Science Protocols 2 (July 1, 2019): 1–16. http://dx.doi.org/10.7565/ssp.2019.2651.

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Children’s readiness for school is often threatened by the occurrence of both externalising (EP) and internalising (IP) problems. In search for solutions, research has shown that School-Wide Positive Behaviour Support (SWPBS) is particularly effective for fostering children’s behavioural skills and reducing EP. However, whether SWPBS can enhance children’s emotional skills and reduce IP is less clear. Therefore, TIME-IN was developed, which extends SWPBS by also including emotional support systems. It will be tested whether TIME-IN is effective for (a) improving emotion regulation (ER) and (b) reducing depressive symptoms. Furthermore, it will be tentatively explored whether TIME-IN is accompanied by more than natural fluctuations in both children’s EP and IP. The effectiveness of TIME-IN will be evaluated in a non-randomized study, in which an intervention group will be compared with a matched control group. Both research questions will be addressed in a sample consisting of children between 8 and 12 years of age with special educational needs (SEN), who have been argued to benefit most from school readiness interventions. Questionnaires for teachers, children, and their parents will be administered at the beginning (T0) and the end of the school year (T1) using multi-informant assessment. Practical implications, strengths, and limitations were discussed. ISCRTN registry 54456609.Registered on 28 March 2017. Ethical requirements were fulfilled.

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Goldschmidt, Tessa, and Athena Pedro. "South African pre-school teacher perceptions of socio-emotional development for school readiness: An exploratory study." Journal of Psychology in Africa 30, no. 2 (March 3, 2020): 174–78. http://dx.doi.org/10.1080/14330237.2020.1744288.

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McCoy, Dana Charles, Stephanie Jones, Amanda Roy, and C. Cybele Raver. "Classifying trajectories of social–emotional difficulties through elementary school: Impacts of the Chicago School Readiness Project." Developmental Psychology 54, no. 4 (April 2018): 772–87. http://dx.doi.org/10.1037/dev0000457.

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Finders, Jennifer K., Adassa Budrevich, Robert J. Duncan, David J. Purpura, James Elicker, and Sara A. Schmitt. "Variability in Preschool CLASS Scores and Children’s School Readiness." AERA Open 7 (January 2021): 233285842110389. http://dx.doi.org/10.1177/23328584211038938.

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The Classroom Assessment Scoring System (CLASS) is a widely administered measure of classroom quality that assesses teacher-child interactions in the domains of Emotional Support, Classroom Organization, and Instructional Support. We use data from an evaluation of state-funded prekindergarten provided to 684 children from families with low incomes (Mage = 57.56 months, 48% female) to examine the extent to which CLASS scores vary over the course of an observational period within a single day and investigate whether this variability is related to children’s school readiness at the end of the preschool year, holding constant two additional measures of quality. Teacher-child interactions in all three domains were moderately stable. Mean Classroom Organization was positively related to math, and variability in Classroom Organization was negatively related to literacy. Mean Instructional Support was negatively associated with language. Findings have implications for programs that utilize the CLASS to make high-stakes decision and inform professional development.

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Okondugba, Alexander, Christian S. Ugwuanyi, John Agah, Gloria Ugwu, Clara Ifelunni, Victor Ezema, Wilfred Iorfa Achagh, Joy C. Orji, and Julie Ibiam. "Effects of Caregivers’ Training Programme on Preschoolers’ Socio-Emotional Readiness for Transition From Kindergarten to Primary One in Rivers State." Global Journal of Health Science 12, no. 5 (March 12, 2020): 30. http://dx.doi.org/10.5539/gjhs.v12n5p30.

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This study determined the effect of caregivers’ training program on preschoolers’ socio-emotional readiness for transition from kindergarten to primary one in Rivers State Nigeria. The study adopted quasi-experimental design with a population of 550 pupils and a sample of 111 pupils 48 (experimental) and 73 (control) drawn from the population using a multi-stage sampling procedure. The instrument for data collection for this study was the Rating Scale for Observation of Kindergarteners and Primary One Pupils Readiness and Transition (RASOKIPOPRAT). Data collected were analysed using mean and standard deviation to answer the research questions, while the hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 set as the level of significance. The findings revealed that caregivers’ training program had a significant effect on pre-schoolers’ socio-emotional readiness for transition from kindergarten to primary one. Based on the findings it was recommended among others that local government education authority should adopt this training manual to help caregivers understand the meaning of socio-emotional readiness and then apply it in their school activities for proper development of the pupils.

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Berberyan, Asya. "Significance of emotional intelligence for the innovative higher school teachers readiness for a person-centered interaction." E3S Web of Conferences 210 (2020): 20004. http://dx.doi.org/10.1051/e3sconf/202021020004.

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The article examines actual problems of the strategy of the educational process in the aspect of humanization of education, which should be based on genuine self-regulation and active self-determination of the student's personality. Inthecontextof the humanistic paradigm of the educational system, an individual approach to students, encouraging the disclosure of personal potential and creative development, the possibility of emotional contact with students are investigated. The purpose of the article is to study the relationship between the innovative readiness of higher education teachers and emotional intelligence. The methodological basis of the research are the works of such researchers in the field of a personality-centered approach to education as K. Rogers, I.V. Abakumova, I.S. Yakimanskaya, V.V. Serikov, E.V. Bondarevskaya, M.A., Andreev V.I. and others, as well as conceptual provisions in the field of emotional intelligence of scientists (J. Meyer, P. Salovey and D. Caruso R. Bar-On and D. Goleman N. Hall). We have chosen as research methods: diagnostics of "emotional intelligence" (N.Hall); questionnaire to identify the level of innovative readiness for personality-centered interaction of university teachers (author's methodology). As a result of the conducted empirical research, the hypothesis put forward by us about the presence of a positive correlation between emotional intelligence and the innovative indicator of the ability for person-centered interaction of higher school teachers was confirmed.

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Gore, C., D. Hill, and S. Lee. "C-57 Prematurity and Perinatal Insult: Examining the relationships between parent and teacher ratings of executive functioning and academic readiness." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 1086. http://dx.doi.org/10.1093/arclin/acz034.219.

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Abstract Objective Extremely preterm children and those with a history of perinatal insult (e.g., hemorrhage, hypoxic-ischemic injury) show higher rates of cognitive and academic problems, including executive functioning (EF). EF becomes increasingly important in elementary school as curriculum demands increase. The current study examines the relationship between parent- and teacher-reported EF and early academic performance in this population at school-age. Method This study reviewed retrospective neuropsychological evaluations in a sample of 135 patients (ages 3:9-10:5 years, M = 5.8) from an outpatient neurodevelopmental follow-up program for children with perinatal complication. Parent and teacher measures included: Behavior Assessment Scale for Children (BASC-2, 3) and Behavioral Rating Inventory of Executive Functioning (BRIEF, P, 2). Standardized child measures included: Bracken School Readiness (BBCS-III), and subtests from Wechsler Individual Achievement Test (WIAT-III) and Comprehensive Test of Phonological Processing (CTOPP-2). Results BRIEF parent ratings of working memory (p = 0.34) and emotional control (p = .025) were negatively correlated with school readiness. BRIEF teacher inhibition and working memory ratings were negatively correlated with math performance (p = .004 to p = .044), as well as rapid naming (p = .002 to p = .047) and school readiness (p = .048). BRIEF teacher ratings of planning/organization (p = .027), shifting (p = .024), and emotional control (p = .010) were negatively correlated with pre-reading measures. A 95% confidence interval was used. Conclusions Parent and teacher ratings of EF were significantly correlated with measures of academic readiness, early math skill, and pre-reading measures in this sample of children with a history of perinatal complications. Caregiver ratings can be useful in identifying children at-risk for academic problems upon school entry and requiring further neuropsychological evaluation.

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Hines, Erik M., Desiree D. Vega, Renae Mayes, Paul C. Harris, and Michelle Mack. "School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings." Journal for Multicultural Education 13, no. 3 (August 12, 2019): 190–202. http://dx.doi.org/10.1108/jme-02-2019-0015.

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Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

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Raver, C. Cybele. "Emotions Matter: Making the Case for the Role of Young Children's Emotional Development for Early School Readiness." Social Policy Report 16, no. 3 (September 2002): 1–20. http://dx.doi.org/10.1002/j.2379-3988.2002.tb00041.x.

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Journal articles on the topic 'Emotional school readiness'

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