Preschool to kindergarten: The role of preschool social competence in the transition to kindergarten
Abstract
This study examines the association between preschoolers' social competence and their transition to school in the beginning months of kindergarten. One hundred forty eight preschoolers that were followed into kindergarten participated in this study. During the spring of the preschool year, children's social competence was assessed as well as rated by teachers. In the follow-up year, parents and teachers reported on kindergarteners' adjustment to school. While parents' and teachers' reports of kindergarteners' transition and competencies were not related, teachers' reports of kindergarteners' transition were related to teachers' reports of kindergarteners' competencies. Moreover, preschool social competence was negatively associated with kindergarten transition difficulties and positively associated with social and academic competencies in kindergarten. Implications of the findings and future directions are discussed.
Degree
M.S.
Advisors
Diamond, Purdue University.
Subject Area
Early childhood education
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