PREDICTING CHILDRENS SOCIAL AND SCHOOL ADJUSTMENT FOLLOWING THE TRANSITION FROM PRESCHOOL TO KINDERGARTEN
PREDICTING CHILDRENS SOCIAL AND SCHOOL ADJUSTMENT FOLLOWING THE TRANSITION FROM PRESCHOOL TO KINDERGARTEN
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DOI：
10.2307/1130613
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发表时间：
1987-10-01
影响因子：
4.6
通讯作者：
PRICE, JM
中科院分区：
文献类型：
--
作者：
LADD, GW;PRICE, JM
对早期学校过渡的研究很重要，因为儿童在小学一开始建立的声誉可能会伴随他们多年的正规教育。本研究的目的是探讨从学前班到幼儿园的过渡，并确定预测儿童在新的学校环境中的社会和学校适应的因素。58名儿童的样本被确定之前，他们进入幼儿园，家长和学校的数据收集在3个时间的测量：晚学前班，幼儿园，晚幼儿园。儿童先前的行为和幼儿园同伴环境是预测过渡后社会适应的因素之一。幼儿园教师认为，在幼儿园中是合作“玩家”的儿童更善于交际，与幼儿园同学进行更广泛积极接触的儿童往往会受到幼儿园同学的喜爱。相比之下，那些在攻击性行为上花费更多时间的孩子，以及那些在学前班有更广泛的消极同伴接触模式的孩子，更有可能被同伴拒绝，并被幼儿园的老师视为攻击性。经验的前因和随之而来的特点的过渡背景出现的学校适应的预测。在幼儿园与年轻同龄人互动的时间与整个幼儿园的积极学校态度呈负相关，儿童的学前教育出勤时间和在其他社区环境中与同龄人的经验范围与课堂上的焦虑行为和缺勤呈负相关。那些在过渡期内保持了较大比例的非学校友谊的孩子在幼儿园开始时有更好的态度，那些与较大比例的家庭同龄人一起上课的孩子倾向于更积极地看待学校，并且在学年开始时不那么焦虑。
Research on early school transitions is important because the reputations children establish at the outset of grade school may follow them through many years of formal schooling. The purpose of this study was to explore the transition from preschool to kindergarten and to identify factors that predict children''s social and school adjustment in new school environments. A sample of 58 children was identified prior to their entrance into kindergarten, and parent and school data were collected at 3 times of measurement: late preschool, early kindergarten, and late kindergarten. Children''s prior behavior and the kindergarten peer context were among the factors found to predict posttransition social adjustment. Children who were cooperative "players" in preschool were seen as more sociable by kindergarten teachers, and children who pursued more extensive positive contacts with preschool classmates tended to become well liked by their kindergarten classmates. In contrast, children who spent more time in aggressive behaviors and who had a broader pattern of negative peer contacts in preschool were more likely to be rejected by peers and to be seen as hostile-aggressive by teachers in kindergarten. Both experiential antecedents and concomitant features of the transition context emerged as predictors of school adjustment. Time spent in interactions with younger peers in preschool was negatively related to positive school attitudes throughout kindergarten, and the duration of children''s preschool attendance and range of experiences with peers in other community contexts was negatively related to anxious behavior in the classroom and absences from school. Children who retained a larger proportion of their nonschool friendships during the transition had more favorable attitudes at the beginning of kindergarten, and those who attended class with a larger proportion of familier peers tended to view school more positively and were less anxious at the outset of the school year.