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

By C. Cybèle. 2002

205 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5e536863aa385c64a904dbc3dabffab17d0e5cc9

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Citations in the corpus

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).”
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).”
Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior (2014, background): “As a result, teacher’s interactions with these children tend to be less positive than their interactions with children who do not demonstrate problematic behavior (Raver & Knitzer, 2002).”
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).”
Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills (2011, unknown): “…evidence that social–emotional skills play an important role in children’s academic success (Denham, 2006; DiPerna, Lei, & Reid, 2007; Howse et al., 2003; Izard et al., 2001; Ladd et al., 1999; Ladd, Kochenderfer, & Coleman, 1996; Ladd, Kochenderfer, & Coleman, 1997; Raver & Knitzer, 2002).”
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…”
Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior (2008, background): “Increasingly, young children with challenging behavior are being expelled from child care and other early childhood programs (Gilliam, 2005; Raver & Knitzer, 2002).”
The Evidence Base for Mental Health Consultation in Early Childhood Settings: Research Synthesis Addressing Staff and Program Outcomes (2008, background): “…and the high rates of children with behavior problems (Gross, Sambrook, & Fogg, 1999; Kupersmidt, Bryant, & Willoughby, 2000; Qi & Kaiser, 2003; Raver & Knitzer, 2002; West, Denton, & Reaney, 2001) underscore the necessity of developing innovative approaches that reduce staff stress and…”
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).”
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).”
Fathers' and Mothers' Home Literacy Involvement and Children's Cognitive and Social Emotional Development: Implications for Family Literacy Programs (2013, background): “Researchers in the area of social emotional development have long emphasized the role of parents in promoting healthy social emotional skills during early childhood (Gershoff et al., 2007; Raver & Knitzer, 2002).”
School Readiness, Full-Day Kindergarten, and Student Achievement (2006, background): “This suggests that interventions that aim to improve family circumstances, including programs designed to enhance parenting, may be one way of improving children’s academic success (Raver and 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).”