Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence?
Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child X environment model of early school adjustment. The findings obtained were consistent with the following inferen...
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| Published in | Child development Vol. 70; no. 6; pp. 1373 - 1400 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Boston, USA and Oxford, UK
Blackwell Publishers Inc
01.11.1999
Blackwell Publishers Blackwell University of Chicago Press for the Society for Research in Child Development, etc Blackwell Publishing Ltd |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child X environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment. |
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| AbstractList | Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child x environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment.Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child x environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment. Two studies examined a "child x environment" model of early school adjustment. Findings indicated that entry factors directly and indirectly influenced behavior, participation, and achievement in kindergarten. Initial behavioral orientation influenced the type of relationships formed with peers and teachers. Stressful aspects of relationships adversely affected participation and achievement. Classroom participation was an important prerequisite for kindergarten achievement. (Author/KB) Evidence from two studies conducted with kindergarten samples ( N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child × environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment. Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child X environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment. Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child x environment model of early school adjustment. Reports that children's cognitive maturity and family backgrounds directly and indirectly influence their behaviour, participation and achievement in kindergarten. Finds that as children enter school their initial behavioural orientations influence the types of relationships they form with peers and teachers. Shows that stressful aspects of children's peer and teacher relationships adversely impact classroom participation and that classroom participation is an important prerequisite for achievement during kindergarten. (Original abstract - amended) Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child × environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment. |
| Author | Buhs, Eric S. Birch, Sondra H. Ladd, Gary W. |
| Author_xml | – sequence: 1 givenname: Gary W. surname: Ladd fullname: Ladd, Gary W. – sequence: 2 givenname: Sondra H. surname: Birch fullname: Birch, Sondra H. – sequence: 3 givenname: Eric S. surname: Buhs fullname: Buhs, Eric S. |
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| Copyright | Copyright 1999 The Society for Research in Child Development, Inc. 2000 INIST-CNRS Copyright Blackwell Publishers Inc. Nov/Dec 1999 |
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| Keywords | Human Preschool age Peer relation School adaptation Teacher pupil relation Social interaction Nursery school Family environment Cognition Child School environment Stress |
| Language | English |
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| PublicationTitle | Child development |
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| PublicationYear | 1999 |
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| Snippet | Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated... Evidence from two studies conducted with kindergarten samples ( N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated... Two studies examined a "child x environment" model of early school adjustment. Findings indicated that entry factors directly and indirectly influenced... Reports that children's cognitive maturity and family backgrounds directly and indirectly influence their behaviour, participation and achievement in... |
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| SubjectTerms | Academic Achievement Achievement Antisocial behavior At Risk Persons Behaviour Biological and medical sciences Child Child Behavior Child development Child, Preschool Children Educational psychology Elementary school students Factors Family background Family Influence Family, School, and Community Female Friendship Fundamental and applied biological sciences. Psychology Humans Interpersonal Relations Interpersonal relationships Kindergarten Kindergarten Children Kindergarten education Kindergartens Male Peer Group Peer groups Peer relations Peer Relationship Personality Assessment Personality Development Predictor Variables Preschool children Primary Education Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Relationship Quality School adjustment Social Adjustment Social Development Social Environment Social integration Stress Variables Student Adjustment Student Participation Students - psychology Teacher Student Relationship Young children |
| Title | Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence? |
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