Developmental Disharmonies and Pre‐school Setting Adaptation of Children

Kienig, Anna

doi:10.1080/0966976980060202

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…These findings speak to the value of continuity in caregivers in children's transitioning experiences. Assessing the adaptation process to preschool settings for 76 children aged three to four years, Kienig (1998) found that most of the children had problems of various kinds and degrees regarding adjustment to their new preschool. Behavioural problems were the most noted manifestations of disharmony as they adapted to their new context.…”

Section: Understanding Transitions In the Literaturementioning

confidence: 99%

“…In a later study, Kienig (2002) found that children who experienced adjustment problems at the start of their preschool year also had a tendency to exhibit behavioural problems at the outset of elementary school. Kienig (1998Kienig ( , 2002 concludes that preschools can help ease the adaptation through gradual entrance practices and familiarisation with the new environment, for example having fewer numbers of children in the group until the transition is complete, and by maintaining close and direct contact with parents.…”

Section: Understanding Transitions In the Literaturementioning

confidence: 99%

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Transitions to Early Childhood Education and Care for Indigenous Children and Families in Canada: Historical and Social Realities

Hare

Anderson

2010

Australasian Journal of Early Childhood

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The transition into formal early learning settings, such as preschool and child care, represents a significant milestone for children and families. This paper explores the perspectives of 25 indigenous parents and family members and two caregivers reflecting on the transition of the indigenous children from their home to an early childhood development program in a large urban centre in western Canada. Our findings suggest that the transition experiences begin well before indigenous children and families join a program. There are factors that facilitate their participation, such as costs, transportation and location. How these parents negotiate their transition is impacted by their historical experiences with schooling and the place of culture and language in supporting their children and families. Early learning programs need to understand the social, cultural and historical realities that shape the transition experience for indigenous children and families. 1 ' The indigenous people of Canada are referred to as Aboriginal people. The term Aboriginal is inclusive of First Nations, Inuit and Metis people of Canada. The Aboriginal people of Canada refer to themselves by their tribal affiliations.

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Section: Understanding Transitions In the Literaturementioning

confidence: 99%

Section: Understanding Transitions In the Literaturementioning

confidence: 99%

Transitions to Early Childhood Education and Care for Indigenous Children and Families in Canada: Historical and Social Realities

Hare

Anderson

2010

Australasian Journal of Early Childhood

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“…Utträdet från förskolan och inträdet i skolan kan på många sätt betraktas som en kritisk händelse i barns liv, och internationell forskning visar att nära hälften av förskolebarnen blir oroade av övergången (Kienig, 2006;Wilder & Lillvist, 2018). Däremot visar tidigare forskning om övergångar från förskolan att en positiv och lustfylld skolstart ger goda förutsättningar för elevers skolframgång, både vad gäller ämneskunskaper och sociala färdigheter (Dockett & Perry, 2007).…”

Section: öVergångarunclassified

“…Ytterligare en insats i form av stöttning eller scaffolding (Woods et al, 1976) gjordes både för barnen och pedagogerna i förskoleklasserna vid överlämning av specialpedagogerna när barnen började skolan och där specialpedagogerna även hade efterföljande uppföljning. Forskning visar att övergången mellan förskola och skola är en kritisk punkt i barns skolliv (Alatalo et al, 2014;Kienig, 2006;Welén, 2022). Att det finns en relationsskapande kommunikation mellan de olika aktörerna är av betydelse för att barnen ska ges bästa förutsättningar för lärande (Dockett & Perry, 2007;Welén, 2022).…”

Section: öVergångarunclassified

Vikten av tidiga specialpedagogiska insatser i förskolan för en framgångsrik skolgång

Segerby,

Andersson

2024

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I Sverige har föräldrar möjlighet att bestämma över sina barns vistelse innan skolstart, vilken kan bestå av förskola, pedagogisk omsorg eller i hemmet. Dock är det endast förskolan som har fått en skolförberedande roll gällande barns språk- och kunskapsutveckling. Det är problematiskt eftersom forskning visar på vikten av tidig identifiering och stöttning angående barn som befinner sig i språklig sårbarhet. I denna studie används longitudinella data från sex elever födda 2003 till och med årskurs 6 i en kommun i Sverige vilka tidigt identifierats vara i behov av specialpedagogiskt stöd gällande deras språkutveckling. Syftet med studien är att få en fördjupad bild av identifieringen och det specialpedagogiska stödet för dessa barn i språklig utsatthet. Dessutom är syftet också att jämföra det specialpedagogiska stödet med barnens resultat i svenskämnet till årskurs 6. Empirin består av två dokument; intervju med de två specialpedagoger som är involverade med barnen före skolstart, mejlkorrespondens med en specialpedagog som har det övergripande ansvaret i kommunen, en av rektorerna från skolorna samt resultat från nationella prov i årskurs 3 och årskurs 6 i svenska och betyg i svenska i årskurs 6. Resultaten indikerar betydelsen av tidiga specialpedagogiska insatser i förskolan för en framgångsrik skolgång. ENGLISH ABSTRACT The Importance of Early Special Education Support in Preschool for Successful Schooling In Sweden, parents decide if children attend preschool or stay home before formal schooling. This choice impacts language development because it is only preschools, unlike other early care, that have a curriculum focused on language. This is problematic since some children during these years exhibit what is termed “linguistic vulnerability,” i.e., a gap between their language skills and environmental demands. This can affect various aspects of the children’s lives, including their participation in play, desire to learn, development of behavior problems, and future literacy skills. Some preschool teachers feel unprepared to handle linguistic vulnerabilities. Special needs educators, therefore, become important in identifying and supporting these children. Yet research on special education in preschool is limited. Our longitudinal study followed six children born in 2003 who identified as needing special educational support in language development, and they were observed until their sixth year of school. The primary goal of the study was to gain a comprehensive understanding of how children with linguistic vulnerabilities are identified and supported and to assess the effectiveness of such support by comparing it with the children’s academic results in Swedish language studies up to year six. Data included test results, grades, records of special education efforts, interviews with two special educators in preschool, and email correspondence with a special educator and a principal from the schools involved. Our findings emphasize early special education’s importance in preschool, highlighting the role of diverse semiotic resources in supporting children with linguistic vulnerabilities.

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“…Both home and childcare settings should be able to adapt and change in response to how well children adjust to childcare (Dunlop, 2015). Some children are more vulnerable to change, and transition can then cause frustration and worry, which may affect later emotional development, behavior, and learning capacity if they are not addressed and taken seriously (Kienig, 2002). However, starting childcare represents a positive life event for most children, and promotes new possibilities for change, development, learning, and joy (Brooker, 2008;Dunlop, 2013;Degotardi and Pearson, 2014).…”

Section: Introductionmentioning

confidence: 99%

Do toddlers’ levels of cortisol and the perceptions of parents and professional caregivers tell the same story about transition from home to childcare? A mixed method study

et al. 2023

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IntroductionEnrolling in childcare represents the first transition in toddlers’ lives and lays the foundation for their well-being in childcare centers going forward. Child cortisol levels may be an indicator of how toddlers themselves experience their introduction to childcare. In the present study, we explored changes in toddler cortisol levels during their first month in childcare and at a 3-month follow-up, as well as the perceptions of parents and professional caregivers regarding the toddlers’ settling-in process during the same period.MethodThis study used a mixed-method design. Saliva samples were collected from 113 toddlers and their cortisol levels analyzed. Qualitative notes were collected from parents (n = 87) and professional caregivers (n = 101). The data were analyzed using linear mixed model and thematic analyses, respectively.ResultsChanges in toddler cortisol levels and their parents’ and professional caregivers’ perceptions of the transition process fit well. Both data sources indicated an easy start in childcare when parents were present, while the first weeks separated from parents seemed quite demanding. After 3 months, the cortisol levels returned to a low level, while child well-being was perceived as high.DiscussionToddlers need time to adapt to childcare settings. Even if they are well taken care of by their keyworkers during the day, many toddlers are tired and exhausted in the evenings at home, particularly in the first weeks of separation from their parents. Both professional caregivers and parents should be aware of toddlers’ need for emotional support during their transition to childcare.

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Developmental Disharmonies and Pre‐school Setting Adaptation of Children

Cited by 4 publications

References 7 publications

Transitions to Early Childhood Education and Care for Indigenous Children and Families in Canada: Historical and Social Realities

Transitions to Early Childhood Education and Care for Indigenous Children and Families in Canada: Historical and Social Realities

Vikten av tidiga specialpedagogiska insatser i förskolan för en framgångsrik skolgång

Do toddlers’ levels of cortisol and the perceptions of parents and professional caregivers tell the same story about transition from home to childcare? A mixed method study

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