LEADER 05434nam 22006371 450 001 9910797474703321 005 20180104163348.6 010 $a1-4522-8438-5 010 $a1-5443-0866-3 010 $a1-4522-7866-0 035 $a(CKB)3710000000456797 035 $a(EBL)1104559 035 $a(OCoLC)915344022 035 $a(SSID)ssj0001530864 035 $a(PQKBManifestationID)12652410 035 $a(PQKBTitleCode)TC0001530864 035 $a(PQKBWorkID)11532638 035 $a(PQKB)10417437 035 $a(MiAaPQ)EBC1104559 035 $a(OCoLC)1027158851 035 $a(CaToSAGE)SAGE000003046 035 $a(EXLCZ)993710000000456797 100 $a20180104e20172013 fy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aKindergarten readiness /$fNancy L. Cappelloni 210 1$aThousand Oaks, Calif. :$cCorwin Press,$d2017. 215 $a1 online resource (164 pages) $cillustrations 300 $aDescription based upon print version of record. 311 $a1-4522-4194-5 320 $aIncludes bibliographical references and index. 327 $a""KINDERGARTEN READINESS-FRONT COVER""; ""KINDERGARTEN READINESS""; ""CONTENTS""; ""FIGURES, TABLES, AND RESOURCES""; ""DEDICATION""; ""ABOUT THE AUTHOR""; ""INTRODUCTION""; ""Definition of Key Terms""; ""Professional Development Discussion Guide""; ""CHAPTER 1: CONCEPTUALIZING KINDERGARTEN READINESS: WHAT DOES IT MEAN TO BE READY FOR KINDERGARTEN?""; ""Conclusion""; ""Professional Development Discussion Guide""; ""Where Can I Learn More?""; ""CHAPTER 2: A NEW FRAMEWORK FOR KINDERGARTEN READINESS""; ""Physical Well-Being and Motor Development""; ""Social Development"" 327 $a""Emotional Development""""Approaches Toward Learning""; ""Language and Communication Development""; ""Emerging Literacy Development""; ""Cognitive Development and General Knowledge""; ""Conclusion""; ""Professional Development Discussion Guide""; ""Where Can I Learn More?""; ""CHAPTER 3: WHAT DO YOUNG CHILDREN NEED TO KNOW AND BE ABLE TO DO TO BE READY FOR KINDERGARTEN?""; ""Early Learning Standards""; ""High-Quality Preschool Education""; ""Kindergarten Teachersa??? Readiness Views""; ""Preschool Teachersa??? and Parentsa??? Readiness Beliefs""; ""Common Core Content Standards"" 327 $a""Conclusion""""Professional Development Discussion Guide""; ""Where Can I Learn More?""; ""CHAPTER 4: THE DEVELOPMENTALLY APPROPRIATE CURRICULUM""; ""The Need for a Developmentally Appropriate Curriculum""; ""Developmentally Appropriate Practice""; ""Physical Well-Being and Motor Development""; ""Social Development""; ""Emotional Development""; ""Approaches toward Learning""; ""Emerging Literacy Development""; ""Language and Communication Development""; ""Cognitive Development and General Knowledge"" 327 $a""A Model of Developmentally Appropriate Learning Experiences That Integrate All Domains of Early Learning and Development""""An Integrated Model Beginning With Literature""; ""Conclusion""; ""Professional Development Discussion Guide""; ""Where Can I Learn More?""; ""CHAPTER 5: CREATING A DEVELOPMENTALLY APPROPRIATE CLASSROOM LEARNING ENVIRONMENT""; ""Early Literacy, Language, and Communication""; ""Physical Motor Development""; ""Social and Emotional Development""; ""Cognitive Development and General Knowledge""; ""The Emotionally Safe Classroom Environment""; ""Conclusion"" 327 $a""Professional Development Discussion Guide""""Where Can I Learn More?""; ""CHAPTER 6: ASSESSMENT OF YOUNG CHILDREN""; ""Conclusion""; ""Sample Assessment Checklists and Templates""; ""Professional Development Discussion Guide""; ""Where Can I Learn More?""; ""CHAPTER 7: ADDRESSING THE NEEDS OF STRUGGLING CHILDREN""; ""How Does the Teacher Determine If There Is a Problem? What Happens Next?""; ""Assessment""; ""Identification of Challenges, Weaknesses, or Concerns""; ""Meeting as a Professional Learning Community""; ""Implement Interventions""; ""Reassessment"" 327 $a""Communicate Concerns with the Family"" 330 $aEntering kindergarten ready to learn is a topic of growing concern in this country. The kindergarten year has important consequences for a child's acquisition of knowledge and skills that are powerful determinants for later school success. Kindergarten teachers report that more than half of children enter school with a number of problems and are not optimally ready to learn, putting them at-risk for school failure, retention, or in need of later intervention. We know what difference early childhood programs make in the lives of our kids. The time has come to put children first by focusing investments where research and effective practice tell us we will have the greatest opportunity for long-term success. -President Obama "Invest in Early Childhood Education," The Obama Education Plan: An ... 606 $aReadiness for school$zUnited States 606 $aKindergarten$zUnited States 606 $aKindergarten$xCurricula$zUnited States 615 0$aReadiness for school 615 0$aKindergarten 615 0$aKindergarten$xCurricula 676 $a372.21/8 700 $aCappelloni$b Nancy$01556875 801 0$bCaToSAGE 801 1$bCaToSAGE 801 2$bUtOrBLW 906 $aBOOK 912 $a9910797474703321 996 $aKindergarten readiness$93819922 997 $aUNINA LEADER 03826nam 22007335 450 001 9910787819503321 005 20200919214105.0 010 $a1-349-49693-6 010 $a1-137-45009-6 024 7 $a10.1057/9781137450098 035 $a(CKB)2670000000569745 035 $a(EBL)1809337 035 $a(SSID)ssj0001348071 035 $a(PQKBManifestationID)12546855 035 $a(PQKBTitleCode)TC0001348071 035 $a(PQKBWorkID)11362873 035 $a(PQKB)10479920 035 $a(SSID)ssj0001617976 035 $a(PQKBManifestationID)16348222 035 $a(PQKBTitleCode)TC0001617976 035 $a(PQKBWorkID)14920358 035 $a(PQKB)11619205 035 $a(MiAaPQ)EBC1809337 035 $a(DE-He213)978-1-137-45009-8 035 $a(EXLCZ)992670000000569745 100 $a20151119d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe Postcolonial Historical Novel$b[electronic resource] $eRealism, Allegory, and the Representation of Contested Pasts /$fby H. Dalley 205 $a1st ed. 2014. 210 1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2014. 215 $a1 online resource (237 p.) 300 $aDescription based upon print version of record. 311 $a1-322-16957-8 311 $a1-137-45008-8 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Acknowledgements; Note on the Text; Part I: Epistemologies of Historical Realism; 1 The Contemporary Postcolonial Historical Novel: Beyond Anti-Realism; 2 Allegorical Realism: Toward a Poetics of the Postcolonial Historical Novel; Part II: Allegories of Settlement; 3 Typification and Frontier Violence: Kate Grenville's The Secret River; 4 The Gender of Settler Realism: Fiona Kidman's The Captive Wife; Part III: Narrating Transnational Histories; 5 Deterritorialising Allegorical Realism: Witi Ihimaera's The Trowenna Sea 327 $a6 Aesthetics of Absent Causality: Chimamanda Ngozi Adichie's Half of a Yellow SunPart IV: Melancholy Realisms; 7 Spectres of Civil War Trauma: Chris Abani's Song for Night; 8 Metafictional Realism and the Dialectic of Allegory: Richard Flanagan's Gould's Book of Fish; 9 Conclusion: the Historical Novel, from Postcolonial Reconciliation to Environmental Crisis; Notes; Works Cited; Index 330 $aThe Postcolonial Historical Novel is the first systematic work to examine how the historical novel has been transformed by its appropriation in postcolonial writing. It proposes new ways to understand literary realism, and explores how the relationship between history and fiction plays out in contemporary African and Australasian writing. 606 $aAfrican literature 606 $aLiterature    606 $aFiction 606 $aOriental literature 606 $aAfrican Literature$3https://scigraph.springernature.com/ontologies/product-market-codes/829000 606 $aPostcolonial/World Literature$3https://scigraph.springernature.com/ontologies/product-market-codes/838000 606 $aFiction$3https://scigraph.springernature.com/ontologies/product-market-codes/825000 606 $aAsian Literature$3https://scigraph.springernature.com/ontologies/product-market-codes/831000 615 0$aAfrican literature. 615 0$aLiterature   . 615 0$aFiction. 615 0$aOriental literature. 615 14$aAfrican Literature. 615 24$aPostcolonial/World Literature. 615 24$aFiction. 615 24$aAsian Literature. 676 $a809.3/81 700 $aDalley$b H$4aut$4http://id.loc.gov/vocabulary/relators/aut$01562194 906 $aBOOK 912 $a9910787819503321 996 $aThe Postcolonial Historical Novel$93829601 997 $aUNINA