NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1036146
Record Type: Journal
Publication Date: 2014-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1082-3301
A Quantitative Study of Head Start Children's Strengths, Families' Perspectives, and Teachers' Ratings in the Transition to Kindergarten
Robinson, Chanele D.; Diamond, Karen E.
Early Childhood Education Journal, v42 n2 p77-84 Mar 2014
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A