TY - JOUR
T1 - The transition from preschool to first grade
T2 - A transactional model of development
AU - Goble, Priscilla
AU - Eggum-Wilkens, Natalie D.
AU - Bryce, Crystal I.
AU - Foster, Stacie A.
AU - Hanish, Laura
AU - Martin, Carol
AU - Fabes, Richard
N1 - Funding Information:
This research was supported in part by a grant from the National Institute of Child Health and Human Development, 1R01HD045816-01A1, awarded to Carol Lynn Martin, Richard A. Fabes, and Laura D. Hanish. Funds in support of this research also came from the Institute of Education Sciences, U.S. Department of Education, through Grant R305B130013 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education. We express our appreciation to the graduate students, research assistants, and staff who have assisted with this project. We also thank the Head Start families and teachers who participated in the study.
Publisher Copyright:
© 2017 Elsevier Inc.
PY - 2017/3/1
Y1 - 2017/3/1
N2 - Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Start children (N = 241; 49% girls, M age = 53 months, range 45–60); 78% were Mexican/Mexican-American; 82% of families were of low socioeconomic status. Head Start children's positive social interaction skills and academic achievement in preschool were positively related to kindergarten school engagement, positive social interaction skills and school engagement influenced one another over time, and academic achievement was positively related to positive social interaction skills from preschool to kindergarten. A small, but significant, transactional effect of preschool academic achievement on first-grade school engagement through kindergarten positive social interaction skills was found. Findings from the current study provide support for previously undocumented longitudinal relations between positive social interaction skills, school engagement, and academic achievement for Head Start children.
AB - Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Start children (N = 241; 49% girls, M age = 53 months, range 45–60); 78% were Mexican/Mexican-American; 82% of families were of low socioeconomic status. Head Start children's positive social interaction skills and academic achievement in preschool were positively related to kindergarten school engagement, positive social interaction skills and school engagement influenced one another over time, and academic achievement was positively related to positive social interaction skills from preschool to kindergarten. A small, but significant, transactional effect of preschool academic achievement on first-grade school engagement through kindergarten positive social interaction skills was found. Findings from the current study provide support for previously undocumented longitudinal relations between positive social interaction skills, school engagement, and academic achievement for Head Start children.
KW - Academic achievement
KW - Head Start
KW - Positive social interaction skills
KW - School engagement
KW - School transition
KW - Transactional
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U2 - 10.1016/j.appdev.2017.01.007
DO - 10.1016/j.appdev.2017.01.007
M3 - Article
AN - SCOPUS:85013308973
SN - 0193-3973
VL - 49
SP - 55
EP - 67
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
ER -