Dissertation/Thesis Abstract

Transition to kindergarten: The impact of preschool on kindergarten adjustment
by Claes, Bethany, Psy.D., Alfred University, 2010, 103; 3404690
Abstract (Summary)

A successful transition to kindergarten is important for future success in school. However, research has not defined a clear relationship between the type of preschool a child attends and that child's kindergarten adjustment. Participants were recruited from a small city school district, where 155 kindergarten students were split into 5 groups based on the type of preschool attended previously, and school adjustment ratings were completed by both parents and teachers for each of the students. Results from teachers indicated that students who attended universal prekindergarten classrooms in the elementary school buildings were rated as having significantly higher levels of overall adjustment than students who did not attend preschool (p ≤ .01). Results from parents did not indicate any significant results. Preschool and kindergarten teachers also provided qualitative information regarding what helps students adjust best to kindergarten.

Indexing (document details)
Advisor: Evangelista, Nancy
Commitee: Faherty, Ellen, Lauback, Cris
School: Alfred University
Department: Division of Counseling and School Psychology
School Location: United States -- New York
Source: DAI-A 71/06, Dissertation Abstracts International
Subjects: Early childhood education, Educational psychology
Keywords: Adjustment, Kindergarten transition, Preschool
Publication Number: 3404690
ISBN: 978-1-124-01888-1
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