Figures, Tables, and Resources Dedication About the Author Introduction 1. Conceptualizing Kindergarten Readiness: What Does It Mean to Be Ready for Kindergarten? 2. A New Framework for Kindergarten Readiness 3. What Do Young Children Need to Know and Be Able to Do to Be Ready for Kindergarten? 4. The Developmentally Appropriate Curriculum 5. Creating a Developmentally Appropriate Classroom Learning Environment 6. Assessment of Young Children 7. Addressing the Needs of Struggling Children 8. Partnering With Families - The Family's Role in Kindergarten Readiness 9. The Transition to Kindergarten: Alignment and Transition 10. Conclusion References
Description
Nancy L. Cappelloni, EdD, is an Educational Consultant, Learning Therapist, and Early Childhood Education Specialist. Dr. Cappelloni consults privately with families and their preschool through elementary-age children regarding a wide range of academically-related issues and learning-related challenges. She served as an adjunct professor in the Teacher Education Department at the University of San Francisco and has taught kindergarten, preK, and preschool for the past 20 years. Dr. Cappelloni was President of the Board of Directors of the California Kindergarten Association (CKA) and is a member of a number of other professional organizations (ASCD, NAEYC, NIEER, EdSource, MEPP, CAEYC, ASCD, First Five, and PDK). She holds a doctorate in education, a California Multiple Subject Teaching Credential, Cross-Cultural Language and Academic Development (CLAD) certificate, and a California Early Childhood Education Administrative Credential. Dr. Cappelloni conducts numerous professional development workshops for early childhood educators, primary school teaching staff, administrators, and families. Her areas of expertise are kindergarten readiness and self-regulated learning.