Ready to Enter: What Research Tells Policymakers About Strategies to Promote Social and Emotional School Readiness Among Three- and Four-Year-Olds

By C. Raver, J. Knitzer. 2002

258 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5b9d29cb4ee559e0390d1357d4c25390180f9a2e

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Is Kindergarten the New First Grade? (2016, background): “…of academically focused kindergarten caution that focusing heavily on academic content is not “developmentally appropriate” (Datar & Sturm, 2004; Raver & Knitzer, 2002; Shonkoff & Phillips, 2000; Stipek, 2006), there is also evidence that exposure to academic content in kindergarten (and…”
Strengthening Social and Emotional Competence in Young Children—The Foundation for Early School Readiness and Success: Incredible Years Classroom Social Skills and Problem‐Solving Curriculum (2004, background): “Teachers report that 16% to 30% of the students in their classrooms pose ongoing problems in terms of social, emotional, and behavioral difficulties (Raver & Knitzer, 2002).”
The Evidence Base for Mental Health Consultation in Early Childhood Settings: A Research Synthesis Addressing Children's Behavioral Outcomes (2010, background): “Social skills such as turn-taking and the ability to regulate emotions and delay gratification are all core characteristics of children who enter school ready to learn (Raver & Knitzer, 2002).”
Comprehensive Evidence-Based Social—Emotional Curricula for Young Children (2003, background): “Evidence also exists that children’s social and emotional competence (marked by more cooperation and less aggressive behavior) is integrally linked to their cognitive and academic competencies manifested by their ability to learn and be successful at school ( Raver & Knitzer, 2002 ).”
Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. (2018, background): “Research has demonstrated the importance of positive teacher-child interactions (e.g., Doumen et al., 2008; Early et al., 2006) and increasing positive interactions may be even more important for young children who exhibit problem behaviors (Raver & Knitzer, 2002).”
Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support (2007, background): “is conducted with children who are at increased risk for behavior problems in order to promote primary prevention of behavior disorders (Raver and Knitzer 2002).”
Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? (2006, background): “Raver and colleagues (Raver, 2004; Raver & Knitzer, 2002; Raver & Zigler, 1997) also pointed out, importantly, that behavioral and emotion regulation are central to school learning.”
A Mixed‐Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support (2014, background): “Kindergarteners with greater emotional regulation abilities, emotion knowledge, and empathy demonstrate more success making friends, more positive beliefs about school, and stronger grades and achievement later in elementary school (Birch & Ladd, 1998; Raver & Knitzer, 2002).”
Effortful Control, Executive Functions, and Education: Bringing Self‐Regulatory and Social‐Emotional Competencies to the Table (2012, background): “The competencies that fall under the area of social and emotional development include self-regulation, which facilitates learning and social relations at school (Raver & Knitzer, 2002).”
Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children (2007, background): “These policy debates about the primary focus of early childhood intervention place a premium on early childhood research that examines the relationships between approaches to learning, social and emotional competencies, and early academic success (Knitzer 2003; Raver & Knitzer, 2002).”
An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies (2005, background): “Furthermore, future studies would be enhanced by collecting key family variables, such as single-parenthood, maternal education, and maternal depression, which have been associated with increased risk of children’s later emotional and behavioral difficulty (Raver, 2002; Raver & Knitzer, 2002).”
Language delays of impoverished preschool children in relation to early academic and emotion recognition skills (2011, background): “…preschool achievement of adequate emotion recognition skills is also an essential component of readiness for learning within the teaching contexts provided at school when children are 5–9 years of age (Raver & Knitzer, 2002; US Department of Health and Human Services, 2001; Vaughn et al., 1992).”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “Without SEL competencies, young children show greater likelihood to dislike school and perform poorly on academic tasks and to later experience grade retention, drop out, and persist in antisocial behaviors (Raver & Knitzer, 2002).”