Early Childhood Learning Standards: Tools for Promoting Social and Academic Success in Kindergarten

Autor/in	Logue, Mary E.
Titel	Early Childhood Learning Standards: Tools for Promoting Social and Academic Success in Kindergarten
Quelle	In: Children & Schools, 29 (2007) 1, S.35-43 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
Schlagwörter	Stellungnahme; Preschool Education; Kindergarten; Socialization; Young Children; Academic Achievement; School Social Workers; Interpersonal Competence; Academic Standards; Behavior Standards; Childhood Needs; Early Childhood Education; Learning Readiness; School Readiness; United States + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Socialisation; Sozialisation; Frühe Kindheit; Schulleistung; Social work in school; Schulsozialarbeiter; Interpersonale Kompetenz; Childhood; needs; Kindheit; Bedürfnis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernbereitschaft; Readiness for school; School ability; Schulreife; USA
Abstract	Many children come to kindergarten with insufficient social skills to participate in the activities necessary for academic achievement. Children enrolled in prekindergarten programs across the United States are expelled at higher rates than older students. Boys are expelled 4 1/2 times more often than girls. When children excluded from prekindergarten enter kindergarten without the behavioral readiness for academic learning, children and teachers are affected and school social workers are often called in to help. In many states, the learning standards for kindergarten-age children are content-driven and do not address social and behavioral learning. More than 25 states now have early learning standards, most of which address the social and academic needs of preschool-age children. The author argues for using early childhood learning standards to bridge success for the children entering kindergarten with prekindergarten levels of social learning and discusses the role of school social workers in helping teachers teach social skills rather than punishing children for not having these tools for success. (Author).
Anmerkungen	National Association of Social Workers (NASW). 750 First Street NE Suite 700, Washington, DC 20002. Tel: 800-227-3590; e-mail: press@naswdc.org; Web site: http://www.naswpress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10