Inside School Readiness: The Role of Socioemotional and Behavioral Factors in Relation to School, Teachers, Peers and Academic Outcome in Kindergarten and First Grade

Autor/inn/en	Hamerslag, Robert; Oostdam, Ron; Tavecchio, Louis
Titel	Inside School Readiness: The Role of Socioemotional and Behavioral Factors in Relation to School, Teachers, Peers and Academic Outcome in Kindergarten and First Grade
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 1, S.80-96 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oostdam, Ron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1412035
Schlagwörter	Foreign Countries; School Readiness; Student Behavior; Behavior Problems; Gender Differences; Mathematics Skills; Mathematics Tests; Numeracy; Social Development; Elementary Schools; Kindergarten; Grade 2; Language Tests; Vocabulary; Listening Skills; Comprehension; Student Adjustment; Classroom Observation Techniques; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Soziale Entwicklung; Elementary school; Grundschule; Volksschule; School year 02; 2. Schuljahr; Schuljahr 02; Language test; Sprachtest; Wortschatz; Verstehen; Verständnis; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Niederlande
Abstract	For the first time in the Netherlands, the Adjustment Scales for Early Transition in Schooling (ASETS) have been applied to kindergarten and first-grade elementary school. A study was conducted to examine the relation between the different behavioral (phenotypes) and situational dimensions (situtypes) of the ASETS and learning performance on standardized language and numeracy tests. Results show that a proportion of children experience socioemotional and behavioral problems. Among boys, in particular, emotional or behavioral problems are significant. Furthermore, results show that these problems translate into a fairly consistent pattern of negative correlations with language and numeracy performance. These outcomes support the assertion that some children are not yet ready for school. It therefore seems important that the structured academic approach that is central to many methods used in early childhood education undergoes critical reflection, as by no means all target group children are ready for this approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01