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 prekindergarten
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.

J75

370.19 CHA a

Perpustakaan FITK Pusat

Tersedia

• A Quantitative Study of Head Start Children’s Strengths, Families’ Perspectives, and Teachers’ Ratings in the Transition to Kindergarten

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