Preschool social-emotional competencies predict school adjustment in Grade 1

Nakamichi, Keito; Nakamichi, Naoko; Nakazawa, Jin

doi:10.1080/03004430.2019.1608978

Cited by 34 publications

(24 citation statements)

References 45 publications

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“…Group counselling activities carried out in the classroom or with a group determined according to needs will contribute to socialisation. Social-emotional competences are related to peer relationships, academic achievement and school adjustment (Franco et al, 2017;Nakamichi et al, 2019). The school counsellors in this study tried to ensure the social adjustment of children to the school with the support of their peers.…”

Section: Discussionmentioning

confidence: 99%

The role of school counsellors in children’s adjustment to preschool education

Öngören

2021

J. Psychol. Couns. Sch.

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This research aims to examine the practices of school counsellors working in preschool education towards children’s school adjustment in academic, social, emotional, and behavioural dimensions. The research is a qualitative study with participants consisting of 30 school counsellors working in preschool education. The participants were determined using the criterion sampling method, which is a purposeful sampling method. The data were collected using an interview form with four questions. These data were analysed by content analysis method. It was revealed that the counsellors carried out various practices in academic, social, emotional, and behavioural areas for the adjustment of children to school. It was found that academic adjustment activities were cooperation with the family, individual guidance, and behaviour assessment. Social adjustment activities were social skills activities, group guidance, peer support, and individual guidance. Emotional adjustment activities were individual guidance and cooperation with the family. Behavioural adjustment activities were group guidance, cooperation with the family, individual guidance, school rules, and behaviour assessment.

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Section: Discussionmentioning

confidence: 99%

The role of school counsellors in children’s adjustment to preschool education

Öngören

2021

J. Psychol. Couns. Sch.

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“…Children communicate with their peers when expressing their emotions, developing self-regulation skills, and taking part in social interactions (Holodynski, 2013;Molina et al, 2014;Ewing et al, 2019;Nakamichi et al, 2019). Interaction with their peers allows them to think flexibly, have social competence, express themselves, and make ground among their peers (Liew et al, 2004;Cole et al, 2009;Dennis & Kelemen, 2009;Supplee et al, 2011), for which they must have developed social skills.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Online Education on Children s Social Skills During the COVID-19 Pandemic

Günindi¹

2022

iejee

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This study aimed to determine whether there is any conspicuous difference in the social adaptation skills of five-year-old preschool children who did not attend any social skills intervention program besides the ongoing curriculum but continued their education process in different environments (face-to-face/online) because of the pandemic. Included in the study were 296 children enrolled in independent kindergartens, who were within the five-year-old age group and were from similar socioeconomic families. Among them, 159 attended face-to-face and 137 attended online classes. At the beginning of their formal education, the Social Adaptation Skills Scale (SASS) was administered to the children in both groups as a pre-test. At the end of the trimester, the SASS was repeated as a post-test. A significant difference was found between the face-to-face education group and the online education group, in favor of the former, in terms of the social adaptation sub-factor of the SASS. Furthermore, the social incompatibility sub-factor scores of the face-to-face education group were significantly lower than those of the children in the online education group.

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“…[485] (Dockett & Perry, 2001;Haymes et al, 1994;Kaya & Akgun, 2016;Ladd, 1996;McIntry et al, 2006;Nakamichi et al, 2019;O'Farrelly et al, 2020;Şepitçi Sarıbaş & Gültekin Akduman, 2019). Some studies focus on "ready children" (Büyüktaşkapu-Soydan, 2017) while some address parental attitudes, parent-child relations, and parental involvement for school readiness (Britto, 2012;Hill, 2001;Hill, Mann & Fitzgerald, 2011;Marti, et al, 2018) and others emphasize "ready schools" focusing on teacher-child relationship (Cannon, Jacknowitz, Karoly, 2012;Curby, Rimm-Kaufman & Ponitz, 2009;Mashburn et.…”

Section: Problem Statementmentioning

confidence: 99%

What Do Children Think about Starting Primary School?

Yorulmaz

Tunçeli

Yavuz

2022

msd

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The current study aims to reveal preschoolers’ and first graders’ perspectives of primary school. A qualitative research design was employed, and multiple sampling methods were used to retrieve the participants. The participants were 15 preschoolers with an average age of 69 months attending and 15 first graders with an average age of 80 months. A semi-structured interview form developed by the researchers was used for the data collection. The results showed that most preschoolers had some knowledge of primary school. Their views of primary school generally focused physical characteristics of the school, lessons and rules, and daily routines. First graders said that they were learning new things in primary school and that they felt happy when they started school. They also stated that they need friends in primary school to be happy and that it is important to listen to their teachers carefully. The biggest difference between preschool and primary school was the lessons. They also remarked that they need to play more games in primary school.

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Preschool social-emotional competencies predict school adjustment in Grade 1

Cited by 34 publications

References 45 publications

The role of school counsellors in children’s adjustment to preschool education

The role of school counsellors in children’s adjustment to preschool education

The Effect of Online Education on Children s Social Skills During the COVID-19 Pandemic

What Do Children Think about Starting Primary School?

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