Children's Affective Orientations in Preschool and Their Initial Adjustment to Kindergarten

Autor/in	Daniels, Denise H.
Titel	Children's Affective Orientations in Preschool and Their Initial Adjustment to Kindergarten
Quelle	In: Psychology in the Schools, 51 (2014) 3, S.256-272 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21748
Schlagwörter	Preschool Children; Kindergarten; Student Adjustment; Student Attitudes; School Attitudes; Affective Behavior; Attitude Measures; Teacher Attitudes; Parent Attitudes; Learning Strategies; Transitional Programs; Teaching Methods; Classroom Techniques + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Lehrerverhalten; Elternverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung
Abstract	Children's prior attitudes toward school may be an important entry factor to consider in their initial adjustment to kindergarten. This short-term longitudinal study examined children's affective orientations and other school-related perceptions and approaches to learning in late preschool and then 1 to 2 months after entry into kindergarten. Child, parent, and teacher reports were obtained, and classroom practices were observed. Findings showed that children who anticipated liking school demonstrated more positive approaches and adjustment in kindergarten than did less enthusiastic children. Children's approaches to learning in the classroom, reported by teachers and parents, were similar across the transition from preschool to kindergarten, despite notable differences in practices. Recommendations for practice include attending to children's affective orientations, involving multiple informants in school readiness assessments, and fostering communication among teachers in school transition activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10