Pre-Kindergarten Teachers' Use of Transition Practices and Children's Adjustment to Kindergarten

Autor/inn/en	LoCasale-Crouch, Jennifer; Mashburn, Andrew J.; Downer, Jason T.; Pianta, Robert C.
Titel	Pre-Kindergarten Teachers' Use of Transition Practices and Children's Adjustment to Kindergarten
Quelle	In: Early Childhood Research Quarterly, 23 (2008) 1, S.124-139 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2007.06.001
Schlagwörter	School Readiness; Kindergarten; Interpersonal Competence; Transitional Programs; Student Adjustment; Preschool Teachers; Teacher Attitudes; Social Development; Self Control; Academic Ability; Student Behavior; Correlation; Teacher Influence; High Risk Students; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Interpersonale Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Soziale Entwicklung; Selbstbeherrschung; Student behaviour; Schülerverhalten; Korrelation; Problemschüler; Sozioökonomischer Faktor
Abstract	This study describes pre-kindergarten teachers' use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers' judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten classrooms participating in the National Center for Early Development and Learning's (NCEDL) Multi-State Pre-kindergarten Study. Of nine transition practices intended to promote children's adaptation to kindergarten, pre-kindergarten teachers reported implementing, on average, six transition practices, with notable variation across pre-kindergarten classrooms. Children were judged by their kindergarten teachers to have more positive social competencies and fewer problem behaviors when they attended pre-kindergarten classrooms in which more transition activities were implemented and, specifically, in which teachers discussed curricula or specific children with kindergarten teachers. In addition, positive associations between kindergarten teachers' perceptions of children's social competence and pre-kindergarten transition activities (total number of activities and activities that children experience directly) were stronger for children who experienced social and economic risks. Implications of these findings related to alignment across the pre-kindergarten to kindergarten settings to improve children's school readiness are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10