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Session Type: Paper Symposium
Defining school readiness isn’t easy, and the term may initially invoke the question “What do children know and what can they do?” Yet international and government organizations agree that the best definition encompasses more than just children’s academic skills (Administration on Children Youth and Families/Head Start Bureau, 2015; Cameron, 2018). For example, UNICEF defines school readiness as “three interlinked dimensions…ready children, ready schools, ready families” (Rebello Britto & Limlingan, 2012, p. 3). Additionally, the importance of both teachers’ and children’s social-emotional learning (SEL) has become clear (Greenberg et al., 2003; McClelland, Tominey, Schmitt, & Duncan, 2017). Still, researchers can do more to make SEL including self-regulatory processes relevant for early childhood professionals in the context of school readiness.
This session features four studies of school readiness measurement, thinking particularly about relevance for early childhood professionals. Paper 1 presents preliminary norms on a widely-used research task of behavioral self-regulation, the Head-Toes-Knees-Shoulders (HTKS), emphasizing how norms can help researchers assist school systems with readiness assessment. Paper 2 uses a measure common to school psychologists (the NEPSY or NeuroPsychological Assessment), to show that low-income children’s language comprehension contributes significantly to whether they attain developmental norms on theory of mind in early elementary school. Paper 3 shows that teachers’ readiness to implement an SEL intervention is predicted by their emotion regulation and psychological safety. Paper 4 shows that resources and risk factors in preschoolers’ proximal neighborhoods and dyadic teacher-child interactions in the classroom combine to support their self-regulation development.
Taking School Readiness Assessment from Research to Practice: Preliminary Developmental Norms for the HTKS - Presenting Author: Claire Cameron, University of Buffalo; Non-Presenting Author: Megan McClelland, Oregon State University; Non-Presenting Author: Alicia Miao, SRCD Post-doctoral State Policy Fellow, Early Learning Division, Oregon Department of Education, Oregon State University; Non-Presenting Author: Ryan P. Bowles, Michigan State University; Non-Presenting Author: Jamie Ostrov, University of Buffalo; Non-Presenting Author: John Geldhof, Oregan State Unviversity; Non-Presenting Author: Christopher A. Rates, University at Buffalo
Attainment of Developmental Norms on Theory of Mind: Associations with Cognitive, Language, and Social Skills - Presenting Author: Amy S. Mace, University at Buffalo; Non-Presenting Author: Claire Cameron, University of Buffalo
Children Aren’t the Only Ones Getting Ready for School!: Understanding Teacher Readiness for Implementation - Presenting Author: Shannon B. Wanless, University of Pittsburgh; Non-Presenting Author: Ashley Shafer, University of Pittsburgh; Non-Presenting Author: Cecily Davis, University of Pittsburgh; Non-Presenting Author: Mallary I. Swartz, Ounce of Prevention Fund; Non-Presenting Author: Dana M Winters, Fred Rogers Center; Non-Presenting Author: Junlei Li, Harvard University; Non-Presenting Author: Paige Strasbaugh, Fred Rogers Productions
Understanding Young Children’s Self-Regulation Development Through Examination of Experiences in Classrooms and Neighborhoods - Presenting Author: Jaclyn Russo, University of Virginia; Non-Presenting Author: Amanda P. Williford, University of Virginia; Non-Presenting Author: Jason Downer, University of Virginia - CASTL