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Differences between Pre-K and Kindergarten Classroom Experiences: Do They Predict Children's Social-Emotional Skills and Self-Regulation across the Transition to Kindergarten?
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Virginia E. Vitiello; Tutrang Nguyen; Erik Ruzek; Robert C. Pianta; Jessica Vick Whittaker – Grantee Submission, 2022
Continuity of pre-k and kindergarten classroom experiences is a key area of interest for early childhood researchers interested in supporting public pre-k children's development over time. To advance the empirical evidence on this topic, this study examined whether differences in classroom experiences as children transition from pre-k to…
Descriptors: Kindergarten, Social Emotional Learning, Child Development, Teacher Student Relationship
Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (15th, Budapest, Hungary, October 21-23, 2018)
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Sampson, Demetrios G., Ed.; Ifenthaler, Dirk, Ed.; Isaías, Pedro, Ed. – International Association for Development of the Information Society, 2018
The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…
Descriptors: Learning Processes, Teaching Methods, Educational Technology, Technology Uses in Education