Publications

Kindergarten Education: Theory, Research, and Practice: A Journal of the California Kindergarten Association

(This journal is no longer being published, however, back issues are still available for purchase). Journal Articles:

Volume 6, No.2 * Fall/Winter, 2001-2002

(Click for summary and author information)

Home as Partner: The Shared Connection

NANCY LEE CECIL

The Thinking Child: An Interpretational Research Study

JACKIE L. IMBIMBO

What Do I Need to Know About Including a Young Child with Autism in My Kindergarten Class?

STEVEN E. DALEY and MAURINE BALLARD-ROSA

 

Volume 6, No.1 * Spring/Summer, 2001

(Click for summary and author information)

Supporting Diverse Voices in Young Children’s Texts: Writing as a Space for Children to Play at Naughty and Nice

BARBARA HENDERSON

Lessons Learned: A Cross-Cultural Study of Teaching

ANA M. SERRANO

Last Class Notes

LILLIAN G. KATZ

Shared Enactment: A Meaning-Oriented, Socially Interactive, Skill-Based Approach to Literacy

JANET WALLACE

 

Volume 5, No.2 * Fall/Winter, 2000

(Click for summary and author information)

Storytelling, The Cornerstone of Literacy

DEBRA WELLER

Self-Protraits of Kindergarten Children

HILDA PRESENT LEWIS

Collecting and Processing Words: Strategies for Building Vocabulary in Young Children

MICHAEL JORDAN and ADRIENNE HERRELL

 

Volume 5, No.1 * Spring, 2000

(Click for summary and author information)

Reflection, Dialogue, and Negotiation: Transforming Instructional Practices

Through Classroom Research

LYNDA D. STONE

Rules are Made to be Golden: A Qualitative Study of American and Japanese Children’s Morals

SATOMI IZUMI TAYLOR, JEANNE T. WILSON,

TOSHIKO KANEDA, and TETSUYA OGAWA

Reading, Writing, Talking, Thinking, and Caring in the Kindergarten Classroom

JOHN SHEFELBINE, CINDY LITMAN, and MARILYN WILSON

Readers Theatre: A Creative Tool for Strengthening Skills of Emergent Readers

MICHAEL JORDAN and ADRIENNE HARRELL

 

Volume 4, No.2 * Winter, 1999

(Click for summary and author information)

Balancing Constructivist and Instructivist Curriculum Goals in Early Childhood Education

LILIAN G. KATZ

Apple Cutting and Creativity as a Mathematical Beginning

ELISAEBT DOVERBORG and INGRID PRAMLING SAMUELSSON

Reading Recovery: A Synthesis of Research and Evaluation Studies on Reading Recovery as Early Intervention for Reading Difficulties

CHRISTINE A. CULLEN

Learning to Move and Moving to Learn

ROBIN D. REESE

 

Volume 4, No.1 * Spring, 1999

(Click for summary and author information)

School Play: Education for Life

COSBY STEELE ROGERS and SATOMI IZUMI TAYLOR

Sharing, Discovering and Creating Practice into Theory and Theory into Practice

LYNDA D. STONE

Multiple Embedded Scaffolds: Supporting English Learners’ Social/Affective, Linguistic and Academic Development in Kindergarten

SUZZANE F. PEREGOY and OWEN F. BOYLE

The Educational Roots of Garden-based Instruction and Contemporary Gateways to Gardening with Children

ARLENE MATURANO

 

Volume 3, No.2 * Winter, 1998

(Click for summary and author information)

Symbolic Play: Piaget’s Symbolic Function and the Foundation of Reading (Part 5)

JEANETTE McCARTHY GALLAGHER

Addressing Kindergarten Students’ Conflict Behavior: Encouraging Social Cognitive Development

PAMELA S. LANE-GARTON

Builidng Parent-Teacher Partnership Through Dialogue Journals

HARRIET NEAL and JOYCE DANIELS

Creating Music in Kindergarten

GWENDOLYN McGRAW

 

Volume 3, No.1 * Spring, 1998

(Click for summary and author information)

Imagery and Drawing: Piaget’s Symbolic Function and the Foundation of Reading (Part 4)

JEANETTE McCARTHY GALLAGHER

The Role of Choice in the Literacy Development of Young Children

DANIEL R. MEIER

Kindergarten Policies: Another Look at the Research

DIANA WRIGHT GUERIN, JULIE C. SANDWELL, AND LISA THADDEUS LOVIL

Literacy Workshop: A Process that Empowers Children to Read and Write in Kindergarten

DEBORAH HOLZNECHT MENG

 

Volume 2, No.2 * Winter 1997

(Click for summary and author information)

Reading and Writing, Piaget’s Symbolic Function and the Foundation of Reading (Part 3)

JEANETTE McCARTHY GALLAGHER

Wearing Many Hats or How Kindergarten Teachers Adorn Their Heads

CANDACE KAYE

Cross-cultural Peer Interactions in a Two-way Bilingual Immersion Kindergarten Classroom

CATHERINE C. DuCHARME

Teaching Linear Measurement

CAROL GOSSETT

 

Volume 2, No.1 * Spring 1997

(Click for summary and author information)

Reading and Language, Piaget’s Symbolic Function and the Foundation of Reading (Part 2)

JEANETTE McCARTHY GALLAGHER

A Comparison of the Effects of Teaching Phonics Through Literature and Teaching Phonics Through Spelling on First Grader’s Reading, Writing and Spelling Competence

THERESA A. ROBERTS and ANNE MEIRING

Exploring Math Concepts with Children’s Books

BELLE AKERS

Transformation Towards a Balanced Curriculum

CHRISTINE CARLING

 

Volume 1, No. 2 * Winter 1996

(Click for summary and author information)

Piaget’s Symbolic Function and the Foundation of Reading

JEANETTE McCARTHY GALLAGHER

Drawing to Write: The Role of Drawing in the Writing Processes of Kindergarten and

Primary Grade Children

CATHERINE C. DuCHARME

Developing Conventional Spelling: Temporary Spelling and the Transition Point

ADRIENNE L. HERRELL

Zoology in the Early Childhood Curriculum

SAUNDRA PLETT

 

Volume 1, No.1 * Spring 1996

(Click for summary and author information)

Portfolios and Young Children: A Natural Match

ADRIENNE L. HERRELL

Cognitive Development of Children Four Through Six Years of Age: Implications for the Classroom

VIOLET B. ROBINSON

Choice Behavior in Kindergarten: A Qualitative Study

MICHAEL BALLARD-ROSA

Balanced Literacy Within a Kindergarten Study of Woodland Animals

HELEN S. FAUL


Other Publications

CKA Publications Price List

 

Publication

Member Price

Non-Member Price

Activities & Learning Strategies Related to the California Content Standards for Kindergarten (inc. History/Social Science, Language Arts, Math, Science and Visual Arts) (CD)

$15.00

$20.00

Activities & Learning Strategies…(2 CD’s)

$25.00

$35.00

Art Exhibit 2005 (CD)

$15.00

$20.00

Art Really Teaches (Aligned w/California Curriculum Standards

 $35.00

 $40.00

Class Size in Kindergarten (Informational Update)

$2.25

$4.00

Full Day Kindergarten, Report of Findings

 $2.25

 $4.00

Kindergarten Education: Theory, Research & Practice (CKA Journal)

$5.50

$8.00

Mixed-Age Classes (Fact Sheet)

$2.25

$4.00

Note Cards (10 cards w/envelopes)

$5.00

$7.00

Starting Out with Rubrics

$2.25

$4.00

Teaching Reading in the Kindergarten

$2.25

$4.00

NOTE: All prices include sales tax

 

*** NEW Order Form

Activities & Strategies Connecting to the Standards (CD)

January, 2007

This CD covers the subject areas of Math, Language Arts, Science, Social Studies and Visual Arts. The CD is a result of many hours of research, discussion, collaboration, writing, photography and applications of technology by past and present CKA Board Members. It is a project created as a result of a gift of financial support by Founding Board Members and Past President of CKA, Dr. Violet Robinson.

Art Really Teaches Aligned with California Curriulum Standards

January, 2009

 

This publication includes over 400 art activities aligned with the California Kindergarten Standards that can be applied to daily lessons. It answers practical questions and cites studies and research that provide persuasive evidence of how art can complement academic programs. In addition, it presents over 100 full color stunning and inspiring examples of artwork produced by four-, five- and six-year-old students.

Class Size in Kindergarten Implications for Teaching

December, 1996

The kindergarten and primary teachers and students in California have been given an important gift this fall (1996) – reduced class size. Now districts must choose between implementing reduced classes in kindergarten through second grade or in first through third grade. A majority of the State of California’s youngest students will be assigned to classes with twenty students. The impact of this fundamental change in class size will be felt throughout the State.

Full Day Kindergarten, Report of Findings on the Topic

December, 2002

The California Kindergarten Association Research Committee reviewed the literature on the topic of Full Day Kindergarten covering the publication period 1980 to the present. Combined with information from the 1994 Fact Sheet on All-Day Kindergarten published by the California Kindergarten Association, this paper continues to report the findings of researchers and educators throughout the United States. The literature consisted of comparative research studies, evaluation studies of programs, theoretical articles, and previous reviews on this subject. The Fact Sheet is designed to present the existing evidence, including objective research on this topic. We present the facts about full-day kindergarten in the form of summaries of this literature.

Mixed-Aged Classes, Fact Sheet on Kindergartners in

January, 1995

Although there is a plethora of articles and books on mixed-age classes, it is difficult to determine the impact of placement in a mixed-age class on a kindergarten child. A recent review of the literature identified only one study that focuses solely on kindergarten children in same-age and mixed-age classes (Winsler & Espinoza, 1993). While students of any age can be grouped in non graded clusters, it is mixed-age group primary instruction that is the focus of most current interest and activity because research on young children (those eight years and younger) has revealed that the educational practices beneficial to these children can best be delivered in mixed-age classes, according to some researchers (Gaustad, 1992).

The rationale for implementing mixed-age primary education as discussed in this paper comes largely from three research bases: (1) the research on child development and learning, (2) the empirical research on the effects on children of graded and non-graded structures, and (3) the efficacy of mixed-age tutoring. The cka Mixed-Age Group Task Force reviewed studies that included kindergarten children either as part of preschool groups, such as 4’s and 5’s or 3’s, 4’s, and 5’s, or as part of primary groups, such as 5’s and 6’s or 5’s, 6’s and 7’s. The Task Force also looked at some relevant studies that included just preschool-aged children or primary -aged children as appropriate.

Starting Out with Rubrics

January, 2005

This document discusses the use of rubrics in a kindergarten/first grade classroom. It discusses the definition of a rubric, types of rubrics, the purpose of a rubric, and various rating scales and descriptor icons.

Teaching Reading in the Kindergarten

December, 1995

The focus of this paper is on the teaching of language arts including reading and is in response to the California Department of Education Reading Task Force Report, Every Child a Reader, and two recently passed State Assembly bills (AB 170 and 1504). AB 170 concerns instructional materials for language arts, mathematics and reading in grades 1 to 8. In relation to reading the bill specifies it is the “intent of the Legislature that the fundamental skills… including systematic, explicit phonics. spelling and basic computational skill be included in adopted curriculum frameworks and that these skills and related tasks increase in depth and complexity from year to year.” AB 1504 concerns “instructional materials for use in Kindergarten and grades 1 to 8.” This Bill requires “that the instructional materials for language arts in those grades include, but not necessarily be limited to, spelling.”


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