Successful Transition to Elementary School and the Implementation of Facilitative Practices Specified in the Reggio-Emilia Philosophy

Autor/inn/en	Schneider, Barry H.; Manetti, Mara; Frattini, Laura; Rania, Nadia; Santo, Jonathan Bruce; Coplan, Robert J.; Cwinn, Eli
Titel	Successful Transition to Elementary School and the Implementation of Facilitative Practices Specified in the Reggio-Emilia Philosophy
Quelle	In: School Psychology International, 35 (2014) 5, S.447-462 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034313511003
Schlagwörter	Reggio Emilia Approach; Foreign Countries; Transitional Programs; Early Childhood Education; Best Practices; Correlation; Academic Achievement; Student Attitudes; Student Behavior; Cooperation; Behavior Problems; Elementary School Students; Preschool Children; Program Implementation; Program Effectiveness; Student Adjustment; Questionnaires; Check Lists; Factor Analysis; Statistical Analysis; Teacher Attitudes; Elementary School Teachers; Italy; Peabody Picture Vocabulary Test; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Reggio-Pädagogik; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Korrelation; Schulleistung; Schülerverhalten; Student behaviour; Co-operation; Kooperation; 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; Fragebogen; Checkliste; Faktorenanalyse; Statistische Analyse; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Italien
Abstract	Systematic, mandated facilitation of school transitions is an important but understudied aspect of the Reggio-Emilia approach to early childhood education admired internationally as best practice. We studied the links between Northern Italian transition practices and academic achievement, school liking, cooperativeness, and problem behaviors. We followed 288 students across a transition from preschool to elementary school. Schools varied in their implementation of transition practices. High implementation of Reggio-type transition practices was related to significantly more school liking and significantly fewer problem behaviors after the transition. At follow-up at the end of the post-transition year, high-implementation schools were still characterized by lower levels of problem behavior. These data indicate that the facilitation of school transitions in the Reggio-Emilia tradition is associated with successful post-transition adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10