Conceptualization of readiness and the content of early learning standards: The intersection of policy and research?

By Catherine Scott-Little, S. Kagan, Victoria Stebbins Frelow. 2006

245 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c98d6964166d2d8f6f00ef5dfd67b738ea0abf1d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories (2015, methodology): “Despite recommendations made by the National Education Goals Panel a recent content analysis of early learning standards, by Scott-Little, Kagan, and Frelow (2006), found that standards across the nation primarily focused on cognitive development, almost to the exclusion of social-emotional…”
Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners (2011, background): “Designers of preschool curricula place a high value on the development of early literacy skills ( Christie & Roskos, 2006 ; Scott-Little, Kagan, & Frelow, 2006 ) because research has identified these skills as prerequisites for future reading success.”
Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness (2012, background): “These many components are key to children’s successful transition to kindergarten and the elementary school years (e.g. Hemmeter et al., 2006; Scott-Little et al., 2006).”
Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills (2008, methodology): “Scott-Little, Kagan, and Frelow (2006) showed how frequently each of the NEGP dimensions was incorporated into pre-K standards adopted by 46 states.”
Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice. Working Papers in Early Childhood Development, No. 48. (2008, background): “Irrespective of academic domain, school readiness typically sanctions standards of physical, intellectual and social development considered sufficient to enable children to fulfil school requirements (Scott-Little et al., 2006).”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “This question is of particular relevance within a shifting EC program development and policy context in which increasing pressure is being placed on EC programs to focus on instructional rather than social supports ( Scott-Little, Kagan, & Frelow, 2006 ).”
Parental involvement and children's readiness for school in China (2011, background): “Children's early learning outcomes influence their later school success (Gutman, Sameroff, and Cole 2003 ; Ladd 1990 ; Scott-Little, Kagan, and Frelow 2006 ); thus, the importance of getting young children ready for school has been well recognised worldwide.”