The transition from preschool to first grade: A transactional model of development

Goble, Priscilla; Eggum, Natalie D.; Bryce, Crystal I.; Foster, Stacie A.; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.

doi:10.1016/j.appdev.2017.01.007

Cited by 16 publications

(6 citation statements)

References 56 publications

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“…A recent study of Goble et al (2017) found that positive social interaction skills play a role in the relation between academic achievement and school readiness. A recent study of Goble et al (2017) found that positive social interaction skills play a role in the relation between academic achievement and school readiness.…”

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confidence: 99%

“…Although there is no direct empirical evidence that SSs can act as a compensator for EFs, there is a general evidence that SSs are central skills that support academic achievement in school. A recent study of Goble et al (2017) found that positive social interaction skills play a role in the relation between academic achievement and school readiness. One explanation for this finding is that positive social interactions foster children's school engagement.…”

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confidence: 99%

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Profiles of executive functions and social skills in the transition to school: A person‐centred approach

Martarelli

Feurer

Dapp

et al. 2018

Infant and Child Development

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Whether a child is ready for school is of interest for different parties involved. With a person‐centred approach, the present study examined 123 kindergarteners (59 girls, 64 boys) regarding their early executive functions and social skills profiles. Children were 6–7 years of age at the first measurement point (M = 6; 6, SD = 4.22, range = 5; 8–7; 8). One year later, at the end of first grade, they were 7–8‐years old (M = 7; 6, SD = 4.11, range = 6; 9–8; 8). Four different profiles were identified. The profiles did not differ on demographic dimensions or socioeconomic status but appeared to be related to academic achievement and school adjustment at the end of the first grade 1 year later. Profiles with high executive functions showed the greatest predictive validity, independent of their social skills. However, greater social skills seemed to serve as a compensator in the profile with lower executive functions. The resulting profiles have theoretical and practical relevance, when discussing the question what a child needs to be “ready” for school. Highlights A person‐centered approach to children's school readiness with 123 kindergarteners. Low executive functions can partially be compensated with high social skills. This compensation was stronger for school adjustment than for academic achievement. Cognitive and social aspects of a child's development should be considered by teachers and practitioners.

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confidence: 99%

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confidence: 99%

Profiles of executive functions and social skills in the transition to school: A person‐centred approach

Martarelli

Feurer

Dapp

et al. 2018

Infant and Child Development

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“… 20 Goble et al. ( 2017 ) [USA] Transaktionsbeziehungen zwischen positiven sozialen Interaktionsfähigkeiten und schulischem Engagement und Leistungen von Kindern im Übergang Kindergarten – Grundschule Qualitativ (Einschätzungsfragebögen, Fähigkeitstest) [Längsschnitt; 3 Erhebungszeitpunkte] {LuL, Kinder, Eltern} 241 (49) [82 % niedriger SÖS] 4;5 (0,3) [3;9–5] 21 Gower et al. ( 2014 ) [USA] Untersuchung des Zusammenhangs zwischen physischer & relationaler Aggression im Kindergarten und der Schüler-Lehrer-Beziehung, Akzeptanz durch Gleichaltrige und internalisierende Verhaltensprobleme Mixed-Method (Beobachtung der Kinder, Fragebögen) [N.…”

Section: Ergebnisseunclassified

Der Übergang vom Kindergarten in die Grundschule – eine Orientierung zum Stand der empirischen Forschung

Mays,

Quenzer-Alfred,

Metzner-Guczka

et al. 2023

ZfG

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ZusammenfassungDie vorliegende Literaturübersicht hat das Ziel, vorhandene internationale empirische Studien zum Übergang vom Kindergarten in ein staatliches oder privates Schulsystem zusammenzufassen. Um den Forschungsstand zusammenzufassen, wurde sich an den Methoden eines Scoping-Reviews orientiert. Dazu wurden neun wissenschaftliche Datenbanken durchsucht. In einem mehrstufigen Selektionsprozess wurden aus insgesamt k = 6492 Funden über den Abgleich mit sieben a priori festgelegten Einschlusskriterien k = 47 deutsch- und englischsprachige Studien zur deskriptiven Analyse in das Scoping-Review eingeschlossen. Die in den Literaturüberblick eingeschlossenen Studien wurden vorrangig in Deutschland (33 %) und in den USA (29 %) durchgeführt. Sechs wesentliche Forschungsschwerpunkte konnten in den sowohl quantitativen, qualitativen und Mixed-Methods-Forschungsdesigns herausgearbeitet werden. Dabei konzentrieren sich die meisten Studien auf die Entwicklung und explorative Bewertung von Fördermöglichkeiten am Übergang als auch strukturierte Programme, die konzeptionell in Kindergarten und Grundschule verankert wurden. Zwei weitere Schwerpunkte liegen in den eingeschlossenen Studien auf der explorativen Betrachtung der Entwicklung von Leistungen, Kompetenzen und Engagement während des Übergangs, sowie auf Sozial- und Problemverhalten im Übergangsprozess und allgemeinen sozialen Herausforderungen im Zuge der notwendigen Anpassung an das System Grundschule. Darüber hinaus werden Lücken und Nutzen von Übergangspraktiken, Unterschiede zwischen Kindergarten und Grundschule als auch in einigen wenigen Studien das Thema „Inklusion und Übergangsgestaltung“ beleuchtet.

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“…Its essence and content are interpreted as the definition of general and specific goals of education, forming the single content line ensuring the effective progressive development of the child, his/her successful transition to the next stage of education (Minister-of-Education-and-Science-of-the-Republic-of-Kazakhstan, 2018). The theoretical foundations of continuity of pre-school and primary education are revealed in the works of foreign scientists (Assel Bakirovan Akpayeva et al, 2016;Burchinal et al, 2020;Commodari, 2013;Goble et al, 2017;Golovina, 2002;Goncharova, 2004).…”

Section: Introductionmentioning

confidence: 99%

Training of future teachers for the implementation of continuity of pre-school and primary mathematical education

Syzdykbayeva

Bagitovna²,

Bakirovna³

et al. 2022

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The article deals with the problem of the future teacher's readiness to implement the continuity of preschool and primary mathematical education. The purpose of the study: to determine the level of training of future teachers to implement mathematical education and to summarize the data obtained during the pedagogical experiment. The standard curriculum of preschool education and training and the curriculum of the 1st grade are analyzed to determine the continuity of mathematical education. The authors developed a diagnostic program that allowed students to identify the level of readiness for the implementation of the continuity of math education. To gather objective information about the possibility of their further development, through the content of pedagogical subjects and elective course "Basics of continuity of preschool and elementary math education", as well as to identify ways to stimulate the desire of the interest of students to assimilate the necessary knowledge and skills in this field.

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The transition from preschool to first grade: A transactional model of development

Cited by 16 publications

References 56 publications

Profiles of executive functions and social skills in the transition to school: A person‐centred approach

Profiles of executive functions and social skills in the transition to school: A person‐centred approach

Der Übergang vom Kindergarten in die Grundschule – eine Orientierung zum Stand der empirischen Forschung

Training of future teachers for the implementation of continuity of pre-school and primary mathematical education

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