The Transition from Child Care to School.

Autor/in	Clyde, Margaret
Titel	The Transition from Child Care to School.
Quelle	(1991), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Child Behavior; Child Rearing; Classroom Environment; Day Care; Early Childhood Education; Foreign Countries; Preschool Children; School Readiness; Student Adjustment; Teacher Attitudes; Teacher Behavior; Australia; New Zealand + Suchen Sie Ihr Suchwort? Kindererziehung; Klassenklima; Unterrichtsklima; Tagespflege; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrerverhalten; Teacher behaviour; Australien; Neuseeland
Abstract	Child care in New Zealand and Australia has become a crucial part of the child-rearing system, and most preschool children spend a prolonged period in at least one away-from-home environment for a substantial part of the day. Because so many preschool children are exposed to a child care environment before entering school, the transition from child care to primary school is interesting to consider. In numerous studies teachers report that day care graduates are more aggressive in their first year of school than home-reared children. However, teachers often fail to discriminate between assertive and aggressive behavior, and this distinction for child care graduates is important. Children in child care tend to have infrequent contact and short interactions with caregivers, causing them to be more skilled in areas of social competence, including assertion skills. Child care graduates may also experience more anxiety when interacting with strange adults than with strange peers, and some teachers may misinterpret this anxiety as communicative incompetence. For a smooth transition from child care to school, beginning grades need to provide a child-centered environment and beginning grades teachers need to ensure that children are offered adult interaction which stimulates an atmosphere of cooperation, coordination, and continuity. Contains 25 references. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC