Supporting Children’s Well-Being During Early Childhood Transition to School

Supporting Children’s Well-Being During Early Childhood Transition to School

Sanja Tatalović Vorkapić (Faculty of Teacher Education, University of Rijeka, Croatia) and Jennifer LoCasale-Crouch (Center for Advanced Study of Teaching and Learning, University of Virginia, USA)
Indexed In: SCOPUS
Release Date: October, 2020|Copyright: © 2021 |Pages: 432
DOI: 10.4018/978-1-7998-4435-8
ISBN13: 9781799844358|ISBN10: 1799844358|EISBN13: 9781799844365|ISBN13 Softcover: 9781799855880
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Description & Coverage
Description:

Life transitions differ concerning the intensity of the change and the intensity of the child’s reaction to that change. For most children, the first and most significant transition is from the family home to an institution of early care and education, which includes preschool. These transitions can also include children's passage from kindergarten to elementary school. However, the intensity of the child's reaction is related to the size of the change that is happening and also to who or what is involved in that change and the importance a child attributes to that someone or something.

Supporting Children’s Well-Being During Early Childhood Transition to School is an essential scholarly publication that examines evidence-based practices and approaches that fully support a child’s well-being during transition periods in early childhood. It serves as a resource to rethink contemporary transition theoretical models, research studies, and applied practices. Featuring a wide range of topics such as emotional competency, language learners, and professional development, this book is ideal for academicians, psychologists, early childhood educators, daycare centers, curriculum designers, policymakers, researchers, education professionals, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Curriculum Design
  • Early Childhood Education
  • Emotional Competency
  • Equity
  • Family-Teacher Partnership
  • Kindergarten
  • Language Learners
  • Linguistics
  • Professional Development
  • School Readiness
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Editor/Author Biographies
Associate Professor SANJA TATALOVIC VORKAPIC, PhD, currently teaches students at the Faculty of Teacher Education, University of Rijeka in: Developmental psychology, Psychology of early learning and teaching, General psychology, Emotional intelligence, Developmental psychopathology, Methodology of quantitative research, and Positive psychology. Her contemporary research interests include biological basis of personality, personality of (pre)school teachers and child personality, contemporary issues from developmental psychopathology and methodology of quantitative research, positive psychology (well-being, optimism, life satisfaction, virtues) and its relationship with other fields through interdisciplinary studies, and also study programs for (pre)school teachers. She has published numerous psychology related articles and has been actively involved within various interdisciplinary research projects. She has awarded as the best scientist in the field of Social Sciences in 2013/2014. year, and as the best teacher in the 2016. year at the University of Rijeka, Croatia.

Jennifer LoCasale-Crouch, Ph.D., is a Research Associate Professor at the University of Virginia's Center for Advanced Study of Teaching and Learning (CASTL). She received her Bachelor and Master degrees in Social Work from Florida State University and Ph.D. in Risk and Prevention in Education Science from the University of Virginia. Dr. LoCasale-Crouch conducts research on the supports and systems that influence children during their early school experiences, and how we can best enhance those experiences to support children’s development. Her areas of expertise in which she has authored multiple peer-reviewed manuscripts include identifying adult beliefs, skills and behaviors that support children’s social and academic outcomes, professional development that enables caregivers to engage in more effective interactions, and effective transition planning in early childhood, particularly for children at-risk of having school difficulties. She has extensive experience in the design and implementation of studies in early childhood settings across varying cultural and geographic contexts and managing large teams of research staff. She also has a strong track record of dissemination for both research and practice audiences.

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