A Quantitative Study of Head Start Children's Strengths, Families' Perspectives, and Teachers' Ratings in the Transition to Kindergarten

Autor/inn/en	Robinson, Chanele D.; Diamond, Karen E.
Titel	A Quantitative Study of Head Start Children's Strengths, Families' Perspectives, and Teachers' Ratings in the Transition to Kindergarten
Quelle	In: Early Childhood Education Journal, 42 (2014) 2, S.77-84 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-013-0587-4
Schlagwörter	Correlation; Preschool Children; Interpersonal Competence; Kindergarten; Preschool Education; Teacher Attitudes; Followup Studies; Student Adjustment; Parent Attitudes; School Readiness; Reading Difficulties + Suchen Sie Ihr Suchwort? Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Lehrerverhalten; Follow-up studies; Kontaktstudium; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Elternverhalten; Readiness for school; School ability; Schulreife; Reading difficulty; Leseschwierigkeit
Abstract	This study examined the association between preschool children's social-interpersonal skills and their transition to school in the beginning months of kindergarten. One hundred and thirty-three preschool children participated in this study. During the spring of the pre-kindergarten year, children's social-interpersonal skills were assessed as well as rated by teachers. In the follow-up year, parents/guardians and teachers reported on children's adjustment to kindergarten. The results of this study found no association between parents'/guardians' and teachers' reports of children's adjustment and readiness in kindergarten. Children's social-interpersonal skills were negatively associated with teachers' reports of children's kindergarten readiness difficulties. The findings of this study indicate that children's early social skills, developed prior to entering kindergarten, are important for children's readiness for school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10