Transition practices and children's development during kindergarten: The role of close teacher-child relationships

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dc.authorid0000-0003-4007-5691
dc.contributor.authorZulfiqar, Najia
dc.contributor.authorLoCasale-Crouch, Jennifer
dc.contributor.authorSweeney, Baverly D.
dc.contributor.authorDeCoster, Jamie
dc.contributor.authorRudasill, Kathleen Moritz
dc.contributor.authorMcGinnis, Colin
dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorMiller, Kathleen
dc.date.accessioned10.07.201910:49:13
dc.date.accessioned2019-07-10T19:38:23Z
dc.date.available10.07.201910:49:14
dc.date.available2019-07-10T19:38:23Z
dc.date.issued2018
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Temel Eğitim
dc.description.abstractChildren's early school success is critical, and evidence suggests that when kindergarten teachers provide more transition practices as children prepare to enter kindergarten, they show improved outcomes in kindergarten. Positive teacher-child relationships may be a link between transition practices and children's school success. Here we examine whether teacher-child closeness mediates between kindergarten teachers' use of transition practices and children's academic and social growth during kindergarten. Data for this study came from the National Center for Early Development and Learning's (NCEDL) Multi-State Study of Pre-Kindergarten. Children from 240 pre-K classrooms from six states were followed from pre-K to kindergarten. For this study, 730 children were included and were ethnically diverse: 40% White, 24% Black/African-American, and 26% Latinx. Three main findings emerged: (1) teacher-child closeness was predictive of children's growth in multiple academic and behavioral outcomes in kindergarten; (2) transition practices were positively related to teachers' perceptions of closeness with children in kindergarten; and (3) teacher-child closeness mediated the association between transition practices and children's academic and behavioral outcomes. Implications are discussed.
dc.identifier.citationZulfiqar, N., LoCasale-Crouch, J., Sweeney, B. D., DeCoster, J., Rudasill, K., McGinnis, C. ... Miller, K. (2018). Transition practices and children's development during kindergarten: The role of close teacher-child relationships. Kindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory Development içinde (265-281. ss). Springer. https://dx.doi.org/10.1007/978-3-319-90200-5_12
dc.identifier.doi10.1007/978-3-319-90200-5_12
dc.identifier.endpage281
dc.identifier.isbn9783319902005
dc.identifier.isbn9783319901992en_US
dc.identifier.scopusqualityN/A
dc.identifier.startpage265
dc.identifier.urihttps://hdl.handle.net/20.500.12511/1586
dc.identifier.urihttps://dx.doi.org/10.1007/978-3-319-90200-5_12
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer International Publishing
dc.relation.ispartofKindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory Developmenten_US
dc.relation.publicationcategoryKitap Bölümü - Uluslararası
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectTeacher
dc.subjectClassroom
dc.subjectSchool Adjustment
dc.titleTransition practices and children's development during kindergarten: The role of close teacher-child relationships
dc.typeBook Chapter

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